Multicultural Counselor Training: Assessment of Single-Course Objectives and Pedagogical Strategies

Malott, Krista M.; Paone, Tina R.; Maddux, Cleborne D.; Rothman, Terri

doi:10.7729/12.0109

Cited by 6 publications

(8 citation statements)

References 34 publications

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“…Although this is consistent with findings in other mental health training programs (Green et al, 2009;Malott, Paone, Maddux, & Rothman, 2010;McCabe & Rubinson, 2008;Savage et al, 2004), such practices lag behind best practice in multicultural training (McHaelen, 2006;T. B. Smith, Constantine, Dunn, Dinehwart, & Montoya, 2006).…”

Section: Discussionsupporting

confidence: 72%

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Luke

Goodrich

Scarborough

2011

Journal of LGBT Issues in Counseling

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A national survey of 123 school counselor educators investigated how participants integrated gay, bisexual, transgender, questioning, intersex (LGBTQI) students' needs and concerns into school counseling curricula. Results indicated 91.9% of participants integrated the K-12 LGBTQI students' needs and concerns for a median pedagogical duration of one, 3-hour session within a single course, focusing on students' knowledge and awareness of gender and sexual/affectual orientation. Follow-up interviews were conducted with participants identified as committed to integrating LGBTQI issues into the curriculum, and these interviews produced themes that expanded survey findings in several areas, including significant educational experience, recognition of iterative effect, experiential, personal engagement, ethics, and influence of training and resources. Implications for school counselor education and professional development are discussed.School counselors are called to address the personal/social, career, and academic needs of all students, as well as to affect the overall school climate

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Section: Discussionsupporting

confidence: 72%

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Luke

Goodrich

Scarborough

2011

Journal of LGBT Issues in Counseling

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“…Therefore, it is recommended that social desirability is controlled for when measuring cultural competencies (Larson & Bradshaw, 2017). These limitations are reflected in the broader multicultural education literature, as authors continue to call for more empirical research and use of experimental research designs (Gonzalez-Voller et al, 2020; Malott et al, 2010).…”

Section: Discussionmentioning

confidence: 99%

Training mental health providers in queer-affirming care: A systematic review.

Bettergarcia¹,

Matsuno²,

Conover³

2021

Psychology of Sexual Orientation and Gender Diversity

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The effectiveness of training for mental health professionals to increase queer-affirming (e.g., lesbian, gay, bisexual, pansexual) cultural competencies has not been well established. Though there is an assumption that training generally works to increase or improve knowledge, attitudes, and skills, it is unclear what training format, content, and pedagogical approaches are effective. To explore the effectiveness of cultural competency training interventions for mental health professionals, a systematic review of peer-reviewed empirical articles in English published between 2000 and 2020 was conducted. Studies were selected for inclusion if the article was empirical, evaluated a training or education related to working with queer clients, and participants were mental health providers or graduate level trainees. Independent data extraction was conducted by using predefined thematic content areas, including information about the research method, training content, training format, measures, outcomes, and recommendations. Data was reviewed for 13 studies and training duration varied from 1 hr to 1 year. Most studies measured knowledge, and some measured attitudes, skills, and self-efficacy. There is some evidence that queer cultural competency training helps to improve self-reported knowledge, attitudes, and skills for mental health professionals. However, given several limitations, including a lack of studies and various methodological challenges, clear conclusions cannot be made about the effectiveness of queer cultural competency training for mental health professionals, more broadly. Public Significance StatementEvidence-based queer-affirming training for mental health professionals is needed and a systematic review of this literature provides an overview of the current research. Training in this area tends to increase self-reported cultural competency, however, more research and rigorous methods are needed to continue testing the effectiveness of such training.

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“…Furthermore, MCC courses tended to hold a general focus on promoting student awareness rather than on skill development or on SJ advocacy (Malott et al, 2010;Pieterse et al, 2009). Specifically, the MCC courses most commonly focused on the "population-specific" approach to training (Pieterse et al, 2009), and used didactic pedagogical styles such as lecturing and textbook reading, class discussion, and selfreflective assignments (Malott et al, 2010). Divergent from empirically supported recommendations, a Canadian study found that MCC courses tended to rely less frequently on experiential activities than other teaching strategies (S. Collins et al, 2015).…”

Section: Multicultural Counseling Competencies Pedagogical Content An...mentioning

confidence: 99%

Enhancing multicultural and social justice competencies in Canadian counselling psychology training.

Cohen¹,

Kassan²,

Wada³

et al. 2022

Canadian Psychology / Psychologie canadienne

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Multicultural (MC) and social justice (SJ) training have been areas of exploration within the field of counseling psychology and have gained continual traction within the supporting Canadian literature. This article provides a critique of the current ways in which MC and SJ training are understood within the field of counseling psychology, how they are taught, and how this training is taken up and perceived by graduate students. We discuss the importance of counseling psychology continuing to move beyond dichotomizing MC and SJ competencies from foundational counseling competencies, to expand past traditional strategies of pedagogy, and to further commit to engaging in practices of decolonization, community involvement, and ongoing faculty training. Recommendations for instructors and graduate training programs are made to support more critical systemic dialogs for the advancement of an MC and SJ agenda in Canadian counseling psychology programs. Public Significance StatementThis article is a critical review of the literature that pertains to multicultural and social justice training in Canadian counseling psychology. It contextually examines MC and SJ principles in light of its history, and in its training, application, and reception in the field. This article offers suggestions and recommendations to enhance MC and SJ training in counseling psychology and to recommit to social justice initiatives in the field.

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Multicultural Counselor Training: Assessment of Single-Course Objectives and Pedagogical Strategies

Cited by 6 publications

References 34 publications

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Integration of the K-12 LGBTQI Student Population in School Counselor Education Curricula: The Current State of Affairs

Training mental health providers in queer-affirming care: A systematic review.

Enhancing multicultural and social justice competencies in Canadian counselling psychology training.

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