Multicultural Curriculum Designs in Counselor Education Programs: Enhancing Counselors-in-Training Openness to Diversity

Abstract

Multicultural competencies are critical elements in both counselor preparation and practice. In accordance with the standards of the Council of Accredited Counseling and Related Educational Programs (CACREP), counselor education programs must implement multicultural competencies as one of core curriculum areas. Although research evidences the positive impact of multicultural training, it remains a challenge to establish which curriculum designs and pedagogical approaches are most effective. This study compares self-reported openness and comfort in interactions with diverse populations of 87 counselors-in-training across two distinct multicultural curriculum designs (i.e., single multicultural course vs. infusion through the curriculum) in a CACREP accredited counselor education program in the Midwest. Implications for counselor education programs and counselors in the field are provided. Author's NotesCorrespondence concerning this article should be sent to Dorota Celinska at dcelinsk@roosevelt.edu and Roberto Swazo at roberto.swazo@uni.edu multicultural competencies regardless of the pedagogical approach (Brown, 2004;Castillo, Brossart, Reyes, Conoley, & Phoummarath, 2007;Cates, Schaefle, Smaby, Maddux, & LeBeauf, 2007; Chu-Lieu Chao, Wei, Good & Flores, 2011;Malott, 2010;Pack-Brown, Thomas, & Seymour, 2008;Sammons & Speight, 2008;Tomlinson-Clarke, 2000). However, it remains a paramount challenge to find the curriculum designs for implementing the multicultural standards that most effectively enables counselors in the field to apply their multicultural knowledge and skills with diverse populations.In particular, there is no evidence to indicate whether or not a single multicultural course (i.e., explicit multicultural curriculum design) is superior to the infusion of multicultural content throughout the counselor education program (i.e., implicit multicultural curriculum design). To address this gap in the multicultural literature, the current study compares the effects of these two curriculum designs (i.e., explicit-single multicultural course versus implicit-infusion throughout the curriculum) on trainees' openness and comfort in interactions with diverse populations. Single Multicultural Course -Explicit Curriculum DesignSeveral studies support the use of one specific course dedicated solely to multicultural training as an effective curriculum design (Castillo et al., 2007;Coll, Doumas, Trotter, & Freeman, 2013;Malott, 2010;Sammons & Speight, 2008). The authors of the aforementioned studies assert that this curriculum design allows students to gain knowledge about culturally different groups, examine cultural biases, and develop multicultural skills. The acquisition of these competencies are assumed to reduce culturally insensitive behavior and aid in the evergrowing span of multicultural competencies that counselors need in order to work with a diverse clientele.Similarly, a study on introductory multicultural counseling courses conducted by Priester, Jones, Jackson-Bailey, Jana-Masri, Jordan, and M...

From awareness to commitment and action: A longitudinal study of a race‐based counseling course

“…Taken as a whole, findings from this study suggest the utility of offering an experientially based, race-specific course, one, in particular, that adds skill training to the common goals of knowledge and awareness building (Celinska & Swazo, 2016). Outcomes also indicate the value of offering more indepth training regarding race and its connection to systemic inequities, to engender greater counselor knowledge of ways to maneuver racially hierarchical systems.…”

Using Self‐Regulated Learning Strategies to Develop Students’ Multicultural Counseling Competency

“…Although a few outcome studies exist that explore the effects of different pedagogies on multicultural competency in multicultural counseling courses (Arthur & Achenbach, ; Barden & Cashwell, ; Celinska & Swazo, ), this study is the first to provide an initial empirical exploration of the use of self‐regulated learning strategies to increase CITs’ multicultural competency. Future research is needed to build on the findings of the current study and to further understand the influence of self‐regulated learning in developing multicultural competency in multicultural counseling courses.…”

“…Based on the Multicultural Counseling Competencies approved by the Association for Multicultural Counseling and Development (Arredondo et al, ; Sue, Arredondo, & McDavis, ) and CACREP () Standards, a multicultural counseling course primarily covers the following topics: (a) multicultural and pluralistic characteristics within and among diverse groups nationally and internationally; (b) theories and models of multicultural counseling, cultural identity development, and social justice and advocacy; (c) multicultural counseling competencies; (d) the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual's views of others; (e) the effects of power and privilege for counselors and clients; (f) help‐seeking behaviors of diverse clients; (g) the impact of spiritual beliefs on clients’ and counselors’ worldview; and (h) strategies for identifying and eliminating barriers, prejudices, and processes of intentional and unintentional oppression and discrimination (Arredondo et al, ; CACREP, ; Celinska & Swazo, ; Dickson & Shumway, ).…”

The Experiences of Students of Color at a Predominantly White Institution: Implications for Counselor Training

“…For instance, considering the call for all faculty members to infuse multiculturalism across counseling programs (Celinska & Swazo, 2016), professional mental health organizations, such as the American Counseling Association or the Association of Counselor Educators and Supervisors, should ideally offer ongoing trainings (or tracks) according to multicultural personal growth work for counselors, supervisors, and faculty members. For instance, considering the call for all faculty members to infuse multiculturalism across counseling programs (Celinska & Swazo, 2016), professional mental health organizations, such as the American Counseling Association or the Association of Counselor Educators and Supervisors, should ideally offer ongoing trainings (or tracks) according to multicultural personal growth work for counselors, supervisors, and faculty members.…”

“…Finally, there is also a need to address systemic change across mental health organizations, both statewide and nationally. For instance, considering the call for all faculty members to infuse multiculturalism across counseling programs (Celinska & Swazo, 2016), professional mental health organizations, such as the American Counseling Association or the Association of Counselor Educators and Supervisors, should ideally offer ongoing trainings (or tracks) according to multicultural personal growth work for counselors, supervisors, and faculty members. Such trainings should align with current standards that move beyond multiculturalism and toward a more critical perspective that includes advocacy tactics and systemic change efforts (Ratts et al, 2016).…”