Promoting Ego Development and Multicultural Competence During Internship

Abstract

This research involved an exploratory intervention to determine the effectiveness of using a deliberate psychological education (DPE) approach that incorporated issues of ethics, multicultural competence, oppression and diversity. The study attempted to discern if the DPE model used could make a difference in the promotion of ego development (which subsumes moral development) and multicultural knowledge and awareness of counselor interns. The intervention group showed significant gains compared to comparison groups in ego development as measured by the Washington University Sentence Completion Test (WSCT) (Loevinger 1985) as well as significant gains on the Knowledge subscale of the Multicultural Counseling Knowledge and Awareness Scale (MCKAS, Ponterotto et al. 2002).

African American Counselors‐in‐Training, the Black Church, and Lesbian‐, Gay‐, and Bisexual‐Affirmative Counseling: Considerations for Counselor Education Programs

“…and that students should be given periodic feedback concerning their performance during their counselor education program (Standard F.9.a.). Students need time to process these conflicts in a safe environment while receiving guidance and support (Brendel, Kolbert, & Foster, ; Cannon & Frank, ; Minnix, ; Schmidt, McAdams, & Foster, ).…”

“…Cannon and Frank () found that a deliberate psychological education (DPE; Mosher & Sprinthall, ) embedded in the internship class promoted cognitive complexity and multicultural competence. An effective DPE incorporates five conditions: (a) a new role‐taking experience (that of a counselor‐in‐training), (b) careful guided reflection, (c) a balance between the new experience and reflection, (d) continuity (ideally 6–12 months), and (e) an environment that balances support and challenge.…”

“…) and that students should be given periodic feedback concerning their performance during their counselor education program (Standard F.9.a.). Students need time to process these conflicts in a safe environment while receiving guidance and support (Brendel, Kolbert, & Foster, 2002;Cannon & Frank, 2009;Minnix, 2015;Schmidt, McAdams, & Foster, 2009). A Structured Approach Cannon and Frank (2009) found that a deliberate psychological education (DPE; Mosher & Sprinthall, 1971) embedded in the internship class promoted cognitive complexity and multicultural competence. An effective DPE incorporates five conditions: (a) a new role-taking experience (that of a counselor-in-training), (b) careful guided reflection, (c) a balance between the new experience and reflection, (d) continuity (ideally 6-12 months), and (e) an environment that balances support and challenge.…”

“…Researchers found that multicultural counseling courses did not necessarily promote increased competence related to working with LGB individuals (Bidell, 2014). It is clear that a more comprehensive and interpersonal approach is needed (Cannon & Frank, 2009;Endicott et al, 2003). Counselor educators can integrate LGB-affirming counseling throughout the program curricula (Whitman & Bidell, 2014), starting with the counselor education program orientation (Cannon et al, 2012).…”

Ethnic Identity and Social‐Cognitive Maturity in a Multicultural Group Experience

“…Specifically, multicultural personal growth groups may promote ethnic identity development and social‐cognitive maturity in graduate counseling students (e.g., Rowell & Benshoff, 2008; Villalba & Redmond, 2008). Higher levels of ethnic identity development are supportive of multicultural counseling competence in counselors (e.g., Evans & Foster, 2000; Middleton et al, 2005; Vinson & Neimeyer, 2000), and increased levels of social‐cognitive development foster cognitive complexity, a significant counseling disposition (Cannon & Frank, 2009). However, research is needed to determine the effectiveness of multicultural pedagogical strategies in counselor education (e.g., Hill, 2003).…”