We utilized a correlational design to investigate the role of multicultural training, intellectual humility, and a quiet ego on predicting cultural humility in counselors‐in‐training. Moreover, we explored facets of intellectual humility and the quiet ego as predictors for domains of cultural humility and provide implications for counselor educators based on the findings.

A growing body of empirical literature has substantiated that cultural humility (CH) contributes meaningfully to a variety of therapeutic processes and outcomes. However, no study has concretely described how CH is linguistically and discursively enacted within therapeutic exchanges. Using interactional sociolinguistic discourse analysis, we explored the sociolinguistic strategies along with three dimensions of CH: (a) cultural teachability, (b) lack of cultural arrogance, and (c) relational orientation. Participants included six pairs of cross‐racial counseling dyads. Our analyses of the session and follow‐up interview transcripts yielded a range of sociolinguistic strategies (i.e., positioning, use of reinforcement, repetition, and use of pronouns) corresponding to the CH dimensions. We discuss clinical, research, and training implications.

Counselors have the ethical responsibility to meet the mental health needs of refugees who are forced to leave their home countries. This study examined factors influencing the self‐efficacy of counselors (N = 98) working with refugees. The results revealed a relationship between trauma training and secondary traumatic stress and counselor self‐efficacy. Implications for clinical practice and research are discussed.

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