While performing a drawing task, either alone or in the presence of an observer, high‐ and low‐competent subjects heard a workman fall off a ladder in an adjoining room. As expected, high‐competent subjects (Registered Nurses) who witnessed the emergency with another bystander helped as frequently as subjects who witnessed the emergency alone; low‐competent subjects (general students) evidenced the familiar bystander effect. Responses to the post‐emergency questionnaire indicated that at the time of the emergency both high‐ and low‐competent subjects felt strongly that they should do something to help the workman. The minimization of the bystander effect for the high‐competent subjects was mediated by confidence in their ability to help the workman and in knowing what steps to take to help. Discussion focused on the role of subject competency in bystander intervention, effective debriefing, and the subjects' positive reactions to participating in a bystander experiment.

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Findings suggest that the completion of or exposure to multicultural counseling coursework or literature does not necessarily indicate an acceptance of or valuing of multicultural counseling literature. Survey results of counselor trainees' observations and perceptions of peers whose perspectives on diversity differ are presented and discussed. Implications for training and supervision are addressed.Multiculturalism has been identified as the "fourth force" in counseling and education that will revolutionize mental health (Pedersen, 199 1). Over the past three decades, through the influence of accreditation bodies of professional associations (American Psychological Association, 1983. 1991a. 1991b Aponte, 1992; Stricker et al., 1990) and state and national boards, academic programs have been mandated to attend to racial and cultural diversity in the training of mental health professionals (Carter & Qureshi, 1995). Multicultural competence has been defined by some leaders in the field as an ethical imperative (Myers, Wohlford, Guman. & Echemendia, 199 1; Sue, Arrendondo, & McDavis. 1992). In response to this mandate, some academic programs and training sites across the nation have , 1994;Ponterotto, 1988), the influence of exposure to diversity-related curriculum and the degree to which multiculturalism is embraced among members of the profession remains relatively unexamined (Reynolds, 1995).Where there is a new and powerful force, there is a challenge: where there is a challenge, there will be a reaction: and where there is a reaction, some form of decision making that will lead to resistance or accommodation will certainly follow. In light of the counseling profession's decision to embrace multiculturalism, the influence of this challenge on traditional practices and interpersonal relationships should be expected. Practitioners and academics have been challenged by the multicultural counseling literature to examine beliefs about race and culture at both the cognitive and affective levels (Corvin & Wiggins. 1989;Helms, 1984;Ponterotto, 1988); stretch their awareness, extend their knowledge, and expand their repertoire of counseling competencies (D'Andrea & Daniels, 199 1): and increase their intentionality through increasing purposive control over the assumptions that guide the professional's behavior, attitudes, and insights (Midgette & Meggert, 1991). Professionals and trainees are challenged to make appropriate behavioral, cognitive. and affective adjustments because environments have become more diverse due to the activities previously described. Researchers are challenged to address race, culture, and ethnicity in sampling, design, and limitations of their research. Although, ideally, easy and effective accommodation of such challenges might be anticipated, and might be the experience of some faculty and trainees, for many White and minority faculty and students, exposure to multicultural training and diversity in general 14Journal of Multicultural Counseling and Development / January 1998 / Vol. 26 /...

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