In an effort to provide clarity and future direction in training and research practices, this article consolidates the literature related to outcomes from a single multicultural counseling course (e.g., a course of 15 to 17 weeks). A critique of the literature and implications for future research and training are included.En un esfuerzo para proporcionar claridad y dirección para el futuro de la práctica de formación e investigación, este artículo consolida la literatura relacionada con los resultados derivados de un único curso de consejería multicultural (por ejemplo, un curso de 15 a 17 semanas). Se incluye también una crítica de la literatura y las implicaciones futuras para la investigación y formación.

Limited understanding of the challenges inherent in counselor‐interpreter collaboration may potentially result in inadequate or ineffective mental health services. To provide guidelines for effective mental health assistance of clients who are English language learners, the authors review the literature regarding the partnership between counselors and interpreters. Suggestions for collaborative practices, including pre‐ and postsession directives, are included. Una comprensión limitada de los desafíos inherentes a la colaboración entre consejero e intérprete podría dar como resultado un servicio de salud mental inadecuado o ineficaz. Con el propósito de ofrecer pautas para una asistencia eficaz a la salud mental de aquellos clientes que están aprendiendo inglés, los autores revisan la literatura sobre la asociación entre consejeros e intér‐pretes. Se incluyen sugerencias para prácticas de colaboración, incluyendo directivas para antes y después de las sesiones.

This article presents outcomes of a qualitative exploration of White racial identity. Ten participants whose characteristics were reflective of Helms's (1990) autonomy status defined their racial identities and related lifestyle choices. Findings are conceptualized within the framework of Helms's (1990Helms's ( , 1995 theory of White racial identity development. Suggestions are intended to enhance White racial identity theory and provide empirical support for characteristics of Whites who are engaged in antiracist activities.

The authors examined best practices in university-level teaching, as premised on the evidence-based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral-level counselor educators using EBT practices are discussed.

This article synthesizes the literature relevant to coping with racism to provide a 4‐stage model for addressing clients' discriminatory experiences. Major suggestions drawn from the literature include applying frameworks with a contextual lens, using broaching and eliciting skills to promote client exploration of racism and the effects of racism on persons of color, enhancing client racial and ethnic identities, and tailoring interventions to the clients' culture and preferred coping strategies.