Prepracticum service‐learning is an integral part of the curriculum for counselor education students at a large southwestern university. Service‐learning is accomplished by placing novice students in school or community agency settings to acquire early, practical, field‐based experience. Activities are more structured and supervised than in an internship or practicum. Analysis indicated that prepracticum service‐learning had a positive significant relationship with counselor self‐efficacy and a significant negative relationship with student anxiety. However, substantial counseling course work and experience with counseling‐related work both had a stronger influence than did prepracticum service‐learning, indicating that the latter is more appropriate for novice students.

The authors surveyed a national sample of master's‐level counseling students regarding their multicultural training experiences and their attitudes toward racial diversity and gender equity (see G. L. Dickson & D. A. Jepsen, 2007). Hierarchical regression models showed that student perceptions of program cultural ambience predicted positive cognitive attitudes toward racial diversity. Participatory instructional strategies predicted positive affective attitudes toward racial diversity. Los autores entrevistaron a una muestra nacional de estudiantes de Master en programas de consejería en relación a sus experiencias en formación multicultural y sus actitudes hacia la diversidad racial y la igualdad de sexo (ver G. L. Dickson & D. A. Jepsen, 2007). Los modelos de regresión jerárquica mostraron que las percepciones de los estudiantes de la atmósfera cultural en sus programas predijeron actitudes cognitivas positivas hacia la diversidad racial. Las estrategias didácticas participativas predijeron actitudes afectivas positivas hacia la diversidad racial.

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