Self-efficacy theory was proposed as an important determinant in Hispanic college student adjustment. Self-efficacy refers to the strength of a person's belief that they are able to produce a given behavior, and operationally. college self-efficacy was defined as a student's degree of confidence that they could successfully complete a given college-related task (e.g., taking notes, asking a question in class, etc.). The College Self-Efficacy Inventory was validated using a sample of 164 Mexican-American andLatino-American college students who responded to a survey questionnaire (response rate = 51.7%). Principal components analysis of the 20-item instrumentyielded three subscales: course efficacy (e.g., writing papers, doing well on ecxams), social efficacy (e.g., talking with professors, making friends at the university), and roommate efficacy (e.g., socializing with roommates, dividing apartment space). The subscales were found to have strong internal consistency and demonstrated good convergent and discriminant validity.

The purpose of this study was to describe an operational definition of multicultural training through dialogue with experts in the field via a modified Delphi method. A list of 91 experts was identified from their publication records during 1980-1991. Fifty-one of the identified experts (56%) elected to participate in this study. In Phase 1 of the study, the participants were sent an open-ended questionnaire that asked them to specify 10 attributes important for both doctoral programs and internships to be considered "multicultural." In Phase 2, the participants were asked to rank order the compiled list of the attributes according to perceived importance. The results of this investigation may provide guidance to doctoral programs and internships as they attempt to train multiculturally competent psychologists.Over the last 20 to 30 years, numerous conferences on graduate training and a plethora of position papers have recommended that professional training prepare psychologists to effectively work with diverse populations. The field of psychology appears to have recognized that it cannot ignore its "re-SUZETTE L. SPEIGHT received her PhD in counseling psychology from the Ohio State University in 1990. She is currently an assistant professor in the Department of Counseling Psychology at Loyola University Chicago. Her academic interests include multicultural training, process and outcome variables in multicultural counseling, and Afrocentric psychology. ANITA JONES THOMAS received her PhD in counseling psychology from Loyola University Chicago in January 1995. She is currently an assistant professor in Human Services-Counseling at National-Louis University in Wheaton, Illinois. RICHARD G. KENNEL received his MA from Loyola University Chicago in community counseling and is now a doctoral candidate in counseling psychology at Loyola University Chicago. He is beginning his pre-doctoral internship at

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