Psychology interns were surveyed concerning their perceptions of training received on ethnic minority issues and the availability of resources during graduate training. Respondents reported mediocre preparation for counseling ethnic minority clients. Few had courses on counseling ethnic minorities, and these issues were not incorporated into most core courses. The majority reported both encouragement to examine their biases regarding ethnicity (as denned by J. M. Casas, 1984) and the presence of experts in these issues during training. A few program type and internship setting differences were found. In terms of resources, both White students and students of other races reported having support for their dissertations and access to role models and mentors, with a few differences emerging in source of mentoring. Differences in funding between White students and students of other races were also identified. Implications for training programs are discussed.The creation of a nondiscriminatory, culturally sensitive environment in which graduate students are trained to effectively counsel a broad range of clients is important in and of itself. However, issues of diversity become increasingly significant as we move into the 21st century. The turn of this millennium will mark a demographic shift in which the United States will become a multiracial, multicultural, and multilingual country (Sue, 1991). The magnitude of this shift has led practitioners and researchers in the field to refer to multiculturalism as the "fourth force" in counseling (Pedersen, 1991) and to advocate both for training in multicultural issues and for active recruitment and retention of ethnic minority graduate students (e.g.,

Effective teambuilding is a critical aspect of management. The concept of appreciation of differences through understanding personality types and female/male developmental theory adds previously unexplored dimensions to teambuilding. The authors present a teambuilding model using the Myers‐Briggs Type Indicator and female/male developmental theory. “And in understanding me you might come to prize my differences from you, and, far from seeking to change me, preserve and even nurture those differences.” (Keirsey & Bates, 1984, p. 1)

Two hundred and sixty-eight psychology interns reported perceptions of training received on counseling women and the atmosphere of their graduate training. Results were mixed. Although the majority received training on issues such as rape and incest, women's issues were not incorporated into core courses, few reported courses on counseling women, and most had not received information on the Principles Concerning the Counseling and Therapy of Women (1979). Sex, program type, and internship setting differences were found. Although the majority did not report experiencing sex bias in terms of mentors, funding, and dissertation support, an alarming number of women experienced sexual harassment from male faculty and clinical supervisors. Implications for graduate training programs and internship sites are discussed.Women's issues have received increasing attention in the graduate training of psychologists since the 1973 Vail Conference on graduate training. The published proceedings of the Vail Conference included 19 recommendations on "Professional Training and Women" (Korman, 1973;Pietrofesa, 1974). Since this time, a plethora of evidence has been generated regarding the importance of both attending to women's issues in training and providing an atmosphere to graduate students that is equitable in terms of gender (Meara et al., 1988).Two especially critical documents pertaining to these issues are the current Accreditation Handbook (American Psychological Association [APA], 1986) and the "Principles Concerning the Counseling and Therapy of Women," (hereafter the "Prin-LAURIE B. MINTZ received her PhD from The Ohio State University in 1987. She is currently an Assistant Professor of Counseling Psychology at the University of Missouri-Columbia and has a part-time private practice. Her research interests include the therapy process and eating disorders. CHRISTINA A. RIDEOUT received her PhD from Michigan State University in 1983. She is currently a Senior Staff Psychologist at The Ohio State University Counseling and Consultation Service and has a parttime private practice. She conducts counseling/psychotherapy and consultation and provides supervision and training in an APA accredited internship. KIM M. BARTELS is currently a doctoral student in the Counseling Psychology program at the University of Missouri-Columbia and a predoctoral intern at the Counseling Center at the University of Utah. Her interests are in research on training issues and student development.

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