A National Survey on Multicultural Competence for Professional Counselors: A Replication Study

Barden, Sejal M.; Sherrell, Renee S.; Matthews, Jennifer J.

doi:10.1002/jcad.12132

Cited by 33 publications

(39 citation statements)

References 34 publications

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“…Holcomb- McCoy and Myers (1999) found no statistical difference on self-reported measures of multicultural competence between CACREP and non-CACREP training. Barden, Sherrell, and Matthews (2017) replicated Holcomb-McCoy and Myers's study and found the same results. Holcomb-McCoy and Myers's survey focused on the race/ethnicity denomination of multicultural competency.…”

Section: Factors Influencing Multicultural Competencysupporting

confidence: 78%

“…Barden et al () and Holcomb‐McCoy and Myers () found no significant differences between CACREP and non‐CACREP programs. Our study found that SCTs from non‐CACREP school counselor training programs reported higher perceived multicultural competency and training of social class and classism than SCTs from CACREP programs.…”

Section: Discussionmentioning

confidence: 94%

“…Researchers have found that higher perceived multicultural competency and training do not necessarily translate to actual counseling outcomes (T. B. Smith, Constantine, Dunn, Dinehart, & Montoya, ). Barden et al () reported that “a decreased emphasis in formal training may contribute to increased feelings of satisfaction because participants are unaware of what they are missing” (p. 209).…”

Section: Discussionmentioning

confidence: 99%

“…Smith, Constantine, Dunn, Dinehart, & Montoya, 2006). Barden et al (2017) reported that "a decreased emphasis in formal training may contribute to increased feelings of satisfaction because participants are unaware of what they are missing" (p. 209). Merlin (2017) emphasized the importance of integrating multicultural dimensions into school counselor training to improve school counselors' advocacy.…”

Section: Discussionmentioning

confidence: 99%

“…In terms of multicultural competency training, Barden et al (2017), Holcomb-McCoy (2001, 2005, and Holcomb- McCoy and Myers (1999) found that training level was significant to perceived multicultural competency. Additionally, Constantine (2001), Holcomb-McCoy et al (2009), andMerlin (2017) found the number of multicultural competency training courses to be another significant factor of perceived multicultural competency.…”

Section: Factors Contributing To Competence and Trainingmentioning

confidence: 99%

See 4 more Smart Citations

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

Pietrantoni

Glance

2019

J Multicult Couns & Deve

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The Social Class and Classism Training Questionnaire was developed to assess multicultural competency and training of social class and classism for school counselor trainees (SCTs). The authors analyzed the differences between accreditation status, social class backgrounds, and factors contributing to SCTs’ competence and training. Results showed that socially desirable responding, number of multicultural courses, and training level contributed most to perceived competence and training. This study provides insight into factors influencing SCTs’ competence and training of social class. El Cuestionario de Capacitación en Clase Social y Clasismo fue desarrollado para evaluar la competencia multicultural y capacitación en clase social y clasismo de consejeros escolares en formación (SCT, por sus siglas en inglés). Los autores analizaron las diferencias entre el estado de acreditación, la clase social de origen y otros factores que contribuyen a la competencia y capacitación de los SCT. Los resultados mostraron que las respuestas socialmente deseables, el número de cursos multiculturales y el nivel de capacitación contribuyeron en mayor medida a la percepción de competencia y capacitación. Este estudio ofrece una perspectiva de los factores que influyen en la competencia y capacitación en clase social de los SCT.

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Section: Factors Influencing Multicultural Competencysupporting

confidence: 78%

Section: Discussionmentioning

confidence: 94%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Factors Contributing To Competence and Trainingmentioning

confidence: 99%

See 3 more Smart Citations

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

Pietrantoni

Glance

2019

J Multicult Couns & Deve

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Practising counsellors’ identity salience in clinical supervision

Jones

Welfare

Cook

2021

Couns and Psychother Res

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We live in a multicultural society. Every person belongs to multiple sociocultural groups and has their own unique multicultural make-up. Due to the infinite possible combinations of sociocultural identities, clinical supervision is always intercultural. This article will review the findings from a multifaceted quantitative study that explored which social or cultural identity supervisees named as most important in the supervisory relationship and whether the salient identity was of minoritised or marginalised status. The respondents were post-master's practising counsellors in the United States seeking full licensure in their respective localities. The results revealed the importance of respectful inquisitiveness and supervisor readiness to consider a variety of salient social and cultural identities. | Identity salienceIdentity salience has been defined as 'the probability, for a given person, of a given identity being invoked in a variety of situations' (Stryker, 1968(Stryker, , p. 556, [1980(Stryker, ] 2003; in other words, 'the probability that a given identity will be involved in social interaction ' (Brenner et al., 2014, p. 232). Jones and McEwen (2000) explained that the more salient a social identity is to a person, the more important it is to the core sense of self for the individual (Hurtado et al., 2015). Often,

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Counsellors’ competency to counsel refugees: A constructivist grounded theory study

Atiyeh

Gray

2021

Couns and Psychother Res

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A refugee is defined as a person who flees his or her country due to persecution based on race, religion, nationality, political affiliation or opinion (United Nations High Commissioner for Refugees, 2016). Despite higher rates of mental health symptoms among refugees than other immigrant groups, refugees tend to underuse mental health services (Tempany, 2009). Blackmore et al. (2020) found that refugee and asylum seeker children struggle with high rates of PTSD, depression and anxiety. Akram-Pall and Moodley (2016) illustrated the nature of depression and anxiety associated with migration experiences, which can stem from grief of loss of connection to culture and homeland, social isolation, and anxieties related to economic difficulties and rejection from the host country. In the absence of seeking mental health care, refugees often draw from internal coping strategies, spirituality, service to others and post-traumatic growth (Taylor et al., 2020). The scarcity of multiculturally competent professionals is a barrier for refugees attempting to access mental health care to help cope with these concerns (Tempany, 2009). In addition to the lack of multicultural competence among therapists, the linguistic barriers and social stigma make refugees an especially vulnerable group for untreated mental health issues (Edward & Hines-Martin, 2015). Lack of awareness and knowledge of mental illness and mental health systems may also be a barrier among some refugee communities (Jung & Kim, 2020). The perceived multicultural competence of the counsellor is integral to immigrant clients' positive experiences in counselling (Rogers-Sirin et al., 2015). A lack of multicultural competence can lead to harmful therapeutic practices among vulnerable groups (Wendt et al., 2015). Therefore, counselling refugees competently may require knowledge and skills related to diverse cultural values, immigration issues, advocacy and languages (Kuo & Arcuri, 2014). For refugee children, untreated mental health issues contribute to difficulties in educational and social wellbeing and growth (Blackmore et al., 2020).Counsellors have an ethical obligation to attain multicultural competence, and counsellor educators have an ethical obligation to prepare graduates sufficiently to do so (American Counseling Association, 2014). However, counsellor training programmes often do not include information about immigrant and refugee issues in multicultural counselling courses (Villalba, 2009). This oversight in preparing counsellors to work competently with immigrant clients may compromise counsellors' ability to practise ethically. Part of the gap in cultural competence might involve a lack of knowledge of cultural traditions. Counsellor education programmes may prioritise gaining self-awareness of attitudes and beliefs while putting less emphasis on the knowledge of cultural traditions of ethnic groups

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A National Survey on Multicultural Competence for Professional Counselors: A Replication Study

Cited by 33 publications

References 34 publications

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

Practising counsellors’ identity salience in clinical supervision

Counsellors’ competency to counsel refugees: A constructivist grounded theory study

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