How “Multiculturalism” Obscures Race and                    Culture as Differential Aspects of Counseling Competency

Helms, Janet E.; Richardson, Tina

doi:10.4135/9781452232072.n3

Cited by 48 publications

(47 citation statements)

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“…Authors (e.g., Helms & Richardson, 1997;Sue et al, 1999) have argued that general discussions on diversity or multiculturalism often obscure and dilute attention to race or ethnicity, even when those aspects of identity are the most salient to the conversation. Consequently, we attempt to hold a "both/and" response to this finding; although we share concerns about outcomes associated with potentially "heightened" focus on students of color, we simultaneously believe that participants' decisions to talk about their confusion and being troubled by their own and colleagues' actions reflect a willingness to take risks in this area.…”

Section: Training Implicationsmentioning

confidence: 98%

Contextual Influences on Faculty Diversity Conceptualizations When Working With Trainee Competence Problems

Shen-Miller

Forrest

Burt

2012

The Counseling Psychologist

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Trainees with problems of professional competence (TPPC) present trainers with unique challenges. When TPPC situations include diversity issues, the complexity of such challenges increases. Although attention to such intersections is important, little is known about what influences faculty thinking about diversity issues when trainee competence problems are identified. The authors analyzed 22 faculty interviews using grounded theory to explore contextual influences on faculty interactions. Participants described program commitments to diversity conversations, consultations, and examination of biases as important positive influences. Participants described historic conflicts (e.g., interpersonal and programwide) and within-faculty differences (e.g., differences in multicultural training, assumptions about diversity-related conflict) that made faculty interactions more difficult. New instances of competence problems that involved differences in opinion about the influence of Regular Manuscript

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Section: Training Implicationsmentioning

confidence: 98%

Contextual Influences on Faculty Diversity Conceptualizations When Working With Trainee Competence Problems

Shen-Miller

Forrest

Burt

2012

The Counseling Psychologist

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“…Some counseling professionals argue that there are specific multicultural counseling skills beyond general counseling that require specific, advanced training (Sodowsky & Taffe, 1991). Conversely, Helms (1997) argued that multicultural counseling does not require a unique set of skills but rather a philosophical orientation. There have been some publications on the importance of skills training (Roysircar, Gard, Hubbell, & Ortega, 2005;Roysircar, Sandhu, & Bibbins, 2003), yet this emphasis does not appear to be reflected in the graduate counseling MCT courses surveyed by the present study.…”

Section: % Of Sampled Coursesmentioning

confidence: 99%

An Analysis of Content and Instructional Strategies in Multicultural Counseling Courses

Priester

Jones

Jackson-Bailey

et al. 2008

J Multicult Couns & Deve

120

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the authors present a content analysis of syllabi from introductory multicultural counseling training (Mct) courses. results suggest that these courses focus on knowledge of other cultural groups, emphasize the cultural identity exploration of the student at a lower level of training, and almost completely ignore the development of skills. the study revealed that Mct frequently includes groups beyond racial and ethnic minority groups. a broad range of instructional strategies are used, with a handful being used on a frequent basis.los autores presentan un análisis del contenido de planes de estudios empleados en cursos introductorios de formación en consejería multicultural (Mct, por sus siglas en inglés). los resultados sugieren que estos cursos se centran en el conocimiento de otros grupos culturales, enfatizan la exploración de la identidad cultural del alumno en los niveles iniciales de su formación e ignoran casi por completo el desarrollo de habilidades. el estudio reveló que la Mct incluye con frecuencia grupos aparte de las minorías raciales y étnicas. se utiliza una amplia gama de estrategias didácticas, un puñado de las cuales se emplea frecuentemente. Because the course syllabus is considered a learning contract between the instructor and the student, syllabi are an excellent source of information about what is being taught in multicultural counseling training (MCT) courses and how it is being taught. Content analysis of course syllabi is a technique that has been used to study a variety of counselor education issues: spirituality training (Cashwell & Young, 2004), clinical training of school counselors (Akos & Scarborough, 2004), and addictions training of rehabilitation counselors (Toloczko et al., 1998). Using syllabi as a source of data has the additional advantage that it will most likely result in a higher return rate than lengthy surveys, given the ease in sending an existing syllabus and the fact that syllabi are considered a public document.In this article, we use a syllabus content analysis to capture a "snapshot" of introductory master's-level MCT courses taught in early 2000. This content analysis explores three issues within MCT: (a) the relative emphasis that is placed on the three subcomponents of the MCCs; (b) the extent to which Paul E. Priester, Janice E. Jones, Christina M. Jackson-Bailey, Asma Jana-Masri, Edgar X. Jordan, and A. J. Metz, Department Leadership, Cardinal Stritch University, 6801 N. Yates Road, Milwaukee, cultural groups beyond the traditional four racial groups are included as explicit domains of study; and (c) identifying which MCT teaching techniques are used, as well as their relative frequency of use. the mccsThe MCCs comprise three subcomponents: (a) counselors' awareness of their own cultural and racial heritage and the extent to which they have benefited from the dynamics of oppression, (b) knowledge about the cultural norms and beliefs of other groups, and (c) ability to modify therapeutic skills or techniques in a culturally sensitive manner (Sue, Arredond...

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“…They express a concern that an all-inclusive multicultural perspective obscures how race is a powerful dimension of peoples' existence and that it shifts professionals' attention away from racial factors in the counseling process (Carter, 1995;Helms, 1994;Helms & Richardson, 1997). Defining multiculturalism in terms of seemingly endless variables is also considered problematic for research (Helms, 1994;Locke, 1990).…”

Section: Notions Of Culturementioning

confidence: 97%

Conceptualizations of Competence and Culture: Taking Up the Postmodern Interest in Social Interaction

Knapik

Miloti

2006

Int J Adv Counselling

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To advance the multicultural counseling (MCC) movement counselors and theorists have explored how postmodern concepts might offer meaningful new directions. To expand on these discussions this paper considers what ethnomethodology (EM), an approach that has contributed to the postmodern interest in social interaction, has to offer debates around how to conceptualize competence and culture. This goal is realized by reviewing how culture and competence have been historically conceptualized in the MCC movement and articulating the challenge posed when one takes up an EM lens. Questions are generated from this perspective and consideration given to how close examinations of counselor/client interactions provide a means for answering such questions.

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How “Multiculturalism” Obscures Race and Culture as Differential Aspects of Counseling Competency

Cited by 48 publications

References 0 publications

Contextual Influences on Faculty Diversity Conceptualizations When Working With Trainee Competence Problems

Contextual Influences on Faculty Diversity Conceptualizations When Working With Trainee Competence Problems

An Analysis of Content and Instructional Strategies in Multicultural Counseling Courses

Conceptualizations of Competence and Culture: Taking Up the Postmodern Interest in Social Interaction

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