This study examined the practices of school-based intervention teams. Six hundred and eighty professionals, representing 121 intervention teams from Michigan, Illinois, and Wisconsin, participated in the study. Team members and problem identifiers (who brought at least one case to the team) completed a survey investigating (a) the nature of referrals addressed by the team, (b) perceptions of team effectiveness, (c) identification of professionals who best facilitate team problem-solving via their knowledge and communication skills, and (d) use of quality indices in intervention development and implementation. Findings revealed several positive practices by teams from all states. However, teams from Illinois displayed consistent superiority across several measures. Discussion focuses on implications for practice and educational and legal reform.

The purpose of this study was to examine the reliability and validity of 3 measures of multicultural competency, the Multicultural Counseling Awareness Scale: Form B (MCAS), the Multicultural Awareness‐Knowledge‐and‐Skills Survey (MAKSS), and the Survey of Graduate Students' Experiences with Diversity (GSEDS). Data were collected from 120 master's‐level students from counseling programs accredited by the Council for Accreditation of Counseling and Related Educational Programs or the equivalent. The findings generally support the psychometric soundness of these surveys, with some important exceptions. Guidelines for their use and directions for additional research are provided.

Whereas multicultural advances in the area of gay, lesbian, and bisexual issues have been made for increased knowledge and awareness, little development has been made regarding counselor skill building. This article outlines a model of training using role-playing to enhance counselor skill when working with gay male, lesbian, and bisexual male and female clients.Mientras que avances rnulticulturales en el carnpo de cuestiones hornosexuales, lesbianas y bisexuales han resultado en un aurnento en el conocirniento y la conciencia, poco desarrollo ha resultado en cuanto a la habilitacion de consejeros. Este articulo traza las lineas generales de un modelo de entrenarniento que utiliza el juego de roles para mejorar las tacticas del consejero cuando trabaja con clientes homosexuales, lesbianas, y bisexuales. s the twenty-first century becomes well established, the importance of multicultural (MC) counseling has also been well established; how-A ever, the importance of MC training (MCT) has fallen behind. A number of different racial and cultural groups are now recognized as having unique counseling needs (Langman, 1995;Pedersen, 1988;Pope, 1995). A number of researchers have defined cultural identity as including demographic variables such as religion, gender, physical ability, socioeconomic status, and sexual orientation as well as ethnographic variables like racial/ethnic identity (Pedersen, 1999). We also support a broad definition of MC counseling, specifically one that includes issues relevant to sexual orientation. This article focuses on gay, lesbian, and bisexual (GLB) MCT issues for counselors and the methods used to help increase MC counseling competency. Although scholarly work is needed regarding transgendered individuals, this article focuses on GLB training issues because of space limitations. The concept of MC competency was first proposed by and continues to be written about by S.