This article describes methods and techniques of play therapy for use with multicultural and diverse populations. Barriers to counseling multicultural children and Eurocentric play therapy techniques with multicultural populations are highlighted. Specific guidelines and examples for play therapy with multicultural children are provided. Recommendations and implications for mental health professionals are discussed.The alternative perspectives of children from differing racial and ethnic backgrounds present a challenge to counselors than can no longer be ignored. Today, issues of multicultural differences are encountered on a regular basis. The demographics imperative, or the 'colorization', of the United States by the year 2010 mandates that counselors can no longer be what is referred to as "culturally encapsulated" (Wrenn, 1962). In order to deal more effectively with and understand different cultures, mental health professionals must develop their own cultural identities and become aware of their own biases. This self-awareness, in combination with a commitment to play therapy, must be coupled with effective intervention.This document is copyrighted by the American Psychological Association or one of its allied publishers.This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.

This paper presents an experimental study that examined the effects of cross-cultural instruction on the interpersonal job skills of students in secondary vocational programs. The findings indicated that students receiving the cross-cultural instruction had significantly higher generalizable interpersonal relations skills achievement than students not receiving the instruction. It was recommended that cross-cultural instruction be integrated into vocational and industrial training curriculum, including instructor training. Trainers should assist trainees in associating cultural awareness to their personal and professional success. A model is offered as a guide for developing generalizable interpersonal skills training materials for a diverse workplace. The model defines culture broadly, including gender and age. Examination of cultures within which the trainees are most familiar may assist in the understanding of more diverse differences between ethnic groups.

This article hlghhghts a career development model (Coleman, 1989) designed for use with mulucultural and diverse populauons Indlwduals from these backgrounds somettme encounter d~fficulues w~th their career development, and the model was created to focus on the particular ~ssues, needs, and concerns of mult~cultural populations The career development model consists of six components 1) Introduction and Orientation, 2) Self-Assessment, 3) Decision Making, 4) Educational, Occupational, and Commumty Information, 5) Preparation for Work, Leisure, and Retirement, and 6) Research and Evaluation A &scusslon of the barrters encountered by mulucultural populations ~s included, along with ~mphcatlons for counsehng and development professionals A model of career development for a multicultural work forceThe career development of multlcultural and diverse populations is ginning importance as the world is becoming a global vdlage Boundaries among cultures, polmcal systems, and places are &ssolvmg and &fferences are becoming less prominent A mult~cultural world is emerging. As the world changes rapidly, educators, helping professionals, polmcal scientists, economlsts and others must re-evaluate thetr philosophies, goals, and objectives m order to interact w~th a &verse, multlcultural population In the last decade of the twenUeth century, our nauon and world wall be challenged to develop new conceptualizations, para&gms, definmons, strategies, and techmques for surv~wng m the intense, compet~uve global economy, an economy that continues to be threatened by a myriad of unpredictable circumstances As the work force changes, managers must learn how to understand cultural &verslty and help ln&Vlduals m the workplace get along with one another Managing cultural diversity involves acqumng and promoting an understandmg and apprecmuon for the values, interests, abdmes, and personahty of different cultures and ethmc groups. Consequently, ~t is within the context of the aforementioned that the career development of a multlcultural work force is presented

In the fall of 1993, the administrators of the Natural Resources and Environmental Science (NRES) Program at Purdue University mailed a survey to available alumni of the program for whom an address was available (386 surveys). In 2003, a similar survey was mailed to available alumni from 1994 to 2003 (283 surveys). The purpose of the 2003 survey was to gather information related to long-term changes in the needs of the work place. The information gained in the 2003 survey was utilized to aid in curricula changes and program development. This article presents the results of the latest survey and response comparisons between the 1993 and 2003 surveys. The percentages of 2003 survey recipients holding jobs in environment-related areas compared closely with the 1993 survey. However, while government agencies and industry still hire a large percentage of the NRES alumni, environmental consulting firms are now the leading employers of recent alumni. The 2003 survey results indicate that 88% of NRES alumni are satisfied with their education and report the importance of oral and written communication skills to workplace success.

The Natural Resources and Environmental Science (NRES) program at Purdue University offers a science-based B.S. degree that includes coursework in the Schools of Agriculture, Science, Engineering, and Liberal Arts. Students in NRES are encouraged to specialize in a subject area such as land resources, air and water quality, or environmental policy and economics. Since 1973, 514 students have graduated from the NRES program. Enrollment in 1995-1996 was 190. The program enrollment has closely followed the public's interest in environmental issues. In Fall 1993, NRES graduates were surveyed, and more than 40% of the 386 survey recipients responded. Seventy-five percent of the respondents are presently employed in an environmental or related area. The majority of these students specialized in the land resources and water quality areas. Graduates reported being quite satisfied with the education they received in Purdue's NRES program. Many graduates felt, however, that an increased emphasis on chemistry, ecology, soil science, biology, and English composition would benefit the NRES curriculum. A 1994 survey asked about job search and job placement activities. The 1994 graduates reported that 86% were working in an environmental position that was closely related to their NRES training. Originally the program was seen as a source of potential employees for state and federal agencies, but graduates have been employed in a wide range of public and private arenas. The high degree of flexibility in the curriculum, together with an opportunity to work in an environmental field, makes NRES an attractive program to many students.