Marriage and Family Therapy Students’ Change in Multicultural Counseling Competencies after a Diversity Course

Abstract

Attention to diversity is required in Commission on Accreditation for Marriage and Family Therapy Education-accredited programs, yet not much research exists regarding the effectiveness of graduate training on therapists' multicultural counseling competencies. In this study, 12 students enrolled in a masters-level diversity class were given pre-and post-tests of their multicultural counseling competencies. Results showed that students significantly increased their multicultural awareness, knowledge, and skills after completing the diversity class. The discussion includes implications for educators who seek to improve students' multicultural counseling competencies.

Reviewing Diversity Training: Where We Have Been and Where We Should Go

“…1 While a variety of scales have been used in evaluating the effects of diversity training (e.g., Multicultural Counseling Inventory (MCI), Attitudes Towards Inclusive Education scale (ATIES), we found that some studies used scales such as the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS; D'Andrea, Daniels, & Heck, 1991) designed to examine awareness of one's attitudes toward ethnic minorities, knowledge concerning minority populations, and cross-cultural communication skills, and the Modern Racism scale (McConahay, 1981) used to assess explicit racial attitudes. For instance, the MAKSS scales were used in six studies in our review-most showing a positive change in cognitions, attitudes, and behaviors (Abernethy, 2005;D'Andrea et al, 1991;Diaz-Lazaro & Cohen, 2001;Guy-Walls, 2007;Murphy, Park, & Lonsdale, 2006;Robinson & Bradley, 1997). Further, it seems variables such as immediate response, awareness, behavior and attitude change have received the most attention in empirical research on diversity training (for exceptions see Dobbin et al, 2006;Ely, 2004a;Kellough & Naff, 2004;Naff & Kellough, 2003).…”

“…Yet, in other organizations, the goals of diversity training can be much broader, and training may be conducted as part of a systematic and planned organizational development effort (Bendick, 2001). Paralleling those trends in educational settings, some authors have discussed an infused curriculum approach with an emphasis on diversity across a variety of domains (supervision, coursework, research/writing), whereas others have supported a single-course approach that allows for specific time to attend to the complexity of cases that diversity naturally evokes (Murphy et al, 2006).…”

“…Short-term evaluation (72 studies in our review) of diversity training typically occurs at the very end of the training. For instance, participants complete the scales at the end of the semester (in the case where a diversity course is being evaluated) after completion of their final exam (Murphy et al, 2006). Long-term evaluation (35 studies in our review) is typically lagged and occurs after some time (range ϭ 4 weeks to 4 years, x ϭ 52.3 weeks, SD ϭ 51.1 in our review).…”

Integrating Ethical Considerations in Multicultural Curriculum and Training

“…In a study conducted by Murphy, Park, and Lonsdale (2006), multicultural competency was measured before and after a course was completed in an MFT program. The course selected by Murphy et al (2006) used a variety of training methods, consistent with the tripartite multicultural competence model of awareness, knowledge, and skills discussed earlier.…”

“…The course selected by Murphy et al (2006) used a variety of training methods, consistent with the tripartite multicultural competence model of awareness, knowledge, and skills discussed earlier. Students were instructed to create a genogram, engage in class participation regarding assigned readings, and journal reactions to in-class discussions or readings.…”