Multicultural competence and Big Five personality as predictors of instructor effectiveness in counseling and psychology faculty.

Abstract

Efforts to provide effective training in multicultural counseling have largely ignored instructor or faculty multicultural competence. In this study, we surveyed counseling trainees about their perception of instructors' multicultural competence, personality, and instruction effectiveness. Participants were 67 graduate students from counseling and applied psychology programs who rated 146 instructors. We asked participants to rate 2 instructors and placed no restriction on type of course taught. We found significant relationships between perceptions of faculty multicultural competence, personality, and instruction effectiveness. Exploratory multiple regression suggested that the best predictors of instructor multicultural competence were student satisfaction with the course and student perceptions of instructor agreeableness, openness, and conscientiousness. We address training implications and future directions for counseling faculty multicultural competence.

The relationship between mindfulness and multicultural counseling competence among mental health practitioners

“…The increased observance and nonjudgment may generalize to other circumstances, thus making the MHP more observant and nonjudgmental (i.e., mindful) in general. Finally, shared variance associated with the personality trait of Openness could account for the association between multicultural knowledge and Observe, while shared variance associated with the personality traits of Agreeableness and Conscientiousness could account for the association between multicultural knowledge and Nonjudge (Burdine & Koch, 2019; Hanley, 2016). Future researchers need to study these potential directional influential relationships or confounding or moderating factors.…”

Assessing the Professional Personality of College Counselors: A Student-Oriented Psychological Scale

“…Some studies, based on functionalism and career orientation perspectives, have subjectively assessed college counselors' professional personality traits according to salient job content, such as charisma, role orientation, and ecological personality [32,33]. Other scholars have used generalized personality questionnaires or scales, such as the Eysenck Personality Questionnaire Short Form (EPQ-RSC) or the short version of the Big Five Personality Questionnaire, to determine the generalized personality traits that influence college counselors' competency [34][35][36]. Additionally, constructivist theory and selfdeveloped questionnaires or scales have been adopted to identify the aspects of personality that influence counselors' development, such as morality [37].…”