Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives

Dickson, Ginger L.; Jepsen, David A.

doi:10.1002/j.1556-6978.2007.tb00040.x

Cited by 78 publications

(73 citation statements)

References 29 publications

(46 reference statements)

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“…Consequently, further steps may lessen the gap between high ratings of importance for such training and current levels of dissatisfaction. Previous research suggests that programmatic characteristics, such as positive attitude associated with learning atmosphere, predicted multicultural competence in specific skills, knowledge assessment, and therapeutic relationship (Dickson & Jepsen, 2007). Therefore, programs may consider including a more diverse multicultural environment and enthusiasm toward learning competence in various areas of diversity as a means to improve training.…”

Section: Discussionmentioning

confidence: 93%

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

et al. 2009

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This study examined clinical psychology graduate students' definitions of diversity and their perceptions of their exposure to and satisfaction regarding their level of diversity training. Four hundred and ninety-one students from Counsel of University Directors of Clinical Psychology (CUDCP) member programs completed an online survey. Overall, students perceived that their programs considered diversity narrowly, concentrating primarily on ethnicity, race, and culture to the neglect of sexual orientation, religion, language, and physical disability. Likewise, students expressed greater satisfaction with training regarding ethnicity/race and gender than broader areas of diversity, but rated the importance of addressing all areas of diversity as high. Although this study underscores the limited experience that students perceive they have had with various underrepresented groups, programs appear to have incorporated a variety of diversity training modalities that could be expanded upon to meet the interests of psychology students.

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Section: Discussionmentioning

confidence: 93%

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

et al. 2009

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“…External activities provide exposure to a diverse population outside of the classroom setting, and research shows that exposure to different populations promotes student multicultural competencies (Dickson & Jepsen, 2007;Manese, Wu, & Nepomuceno, 2001;Roysircar et al, 2005). Hence, we recommend that counselor educators increase the use of such assignments within a multicultural course.…”

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confidence: 99%

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

Malott¹,

Paone²,

Maddux³

et al. 2010

JCPS

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“…The ACA Code of Ethics requires counselor educators to be "skilled as teachers and practitioners" (ACA, 2005, p. 15). Although pedagogical suggestions abound (Emmett & McAuliffe, 2011;LoFrisco & Osborn, 2012; Minor & Pope, 2005;Osborn, 2008Osborn, , 2009aOsborn, , 2009b Osborn, , 2009c, empirical evidence is lacking (Dickson & Jepsen, 2007). Educators must rely, therefore, on evidence from self-report surveys of individual classes on skill demonstration (O'Halloran & McCartney, 2004), assignment feedback (O'Mara & Demask, 2003), and students' attitudes toward multimedia instruction (Hayes & Robinson, 2000).…”

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confidence: 97%

Teaching Graduate Career Classes: A National Survey of Career Instructors

Osborn

Dames

2013

Couns Edu & Supervision

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Ninety-one instructors reported their attitudes toward teaching a master's-level career development course. The participants represented counseling programs in 41 states. The areas of focus included the theories taught, activities and assignments used, course evaluation processes, and advice the participants would offer to other instructors. Implications for counselor education and directions for future research are also discussed.Keywords: counselor education, career course, teaching career development Career development has played a critical role in the counseling profession and is a core component of the Council for Accreditation of Counseling and Related Educational Programs (CACREP). A 2000 commission established by the National Career Development Association (NCDA) and the Association for Counselor Education and Supervision (ACES), the NCDA-ACES Commission for Preparing Counselors for the 21st century, identified improving the teaching of the career course as a major goal, emphasizing that "career development instruction and supervision should be on the highest pedagogical caliber, including innovative and exciting strategies" (p. 8). Since then, only one empirical article (Bobek et al., 2005) on teaching the career course has been published, and it was focused on a class activity. In a more general study, Carter et al. (1994) found that the career course was the most dissatisfying to teach among associate and full professors, and 28% who had never taught the course believed that it would be dissatisfying. Savickas (2003) suggested that the career course is often taught by adjuncts or new assistant professors and is the course that they least prefer to teach. Patton and McIlveen (2009) lamented that research on the pedagogy of career development was "rather limited" and yet necessary for progression in the field (p. 124).CACREP (2009) connecting standards to hiring practices, work requirements, and counselor proficiency (Schmidt, 1999). Carter et al. (1994) found that many faculty felt limited by time and CACREP demands. McGlothlin and Davis (2004) found faculty-rated CACREP core objectives for career development to be the least beneficial. We chose CACREP-accredited programs for our study because the standards form a common ground of required objectives and require regular evaluation (Warden & Benshoff, 2012).Effective pedagogy is valued in our profession. The ACA Code of Ethics requires counselor educators to be "skilled as teachers and practitioners" (ACA, 2005, p. 15). Although pedagogical suggestions abound (Emmett & McAuliffe, 2011;LoFrisco & Osborn, 2012; Minor & Pope, 2005;Osborn, 2008Osborn, , 2009aOsborn, , 2009b Osborn, , 2009c, empirical evidence is lacking (Dickson & Jepsen, 2007). Educators must rely, therefore, on evidence from self-report surveys of individual classes on skill demonstration (O'Halloran & McCartney, 2004), assignment feedback (O'Mara & Demask, 2003), and students' attitudes toward multimedia instruction (Hayes & Robinson, 2000).Undergraduate teaching principles, such as ac...

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Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives

Cited by 78 publications

References 29 publications

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

Clinical psychology students' perceptions of diversity training: a study of exposure and satisfaction

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

Teaching Graduate Career Classes: A National Survey of Career Instructors

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