Sixteen members of the Section for the Advancement of Women conference work group identified themes and issues relevant to a feminist multicultural perspective on supervision. Issues raised included feminist silence and White privilege, the importance of self-examination, the courage to be anxious, personal commitment to uncertainty, and isolation versus support. Specific risks for supervisors and supervisees participating in feminist multicultural supervision are identified.Dieciséis miembros de una Sección para el Adelantamiento de Mujeres conferencia de grupo del trabajo identificaron los temas y ausuntos pertinente de una perspectiva feminista multicultural en la supervisión. Los asuntos elevados incluyeron el silencio feminista y el privilegio Blanco, la importancia del autoexamen, el valor para estar ansioso, compromiso personal para la incertidumbre, y el aislamiento en oposicion de apoyo. Los riesgos específicos para supervisores y supervisa tomando parte en la supervisión feminista multicultural se identifica.

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In a study of African American (n = 208) urban high school students, grade point average (GPA) and specific strategies for coping with day-to-day stressors were found to be significantly related to psychological adjustment. Students who had higher GPAs tended to use family members as a means of solving problems, minimized problems by the use of humor, and used relaxation activities less often were found to have the most positive psychological adjustment, as measured by the index score of the Affects Balance Scale (ABS). Reported negative affect was not found to be significantly influenced by coping style, whereas positive affect was.Many social scientists, politicians, and the media tend to paint a bleak picture for youth living in predominantly Black urban settings in this country (Barbarin, 1993). Poverty, academic failure, early death due to poor health care and violence, drug abuse and addiction, high unemployment rates, teenage pregnancy, gangs, and high crime rates are some of the conditions highlighted to describe the

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 /...