Reflections of a Multicultural Counseling Course: A Qualitative Study with Counseling Students and Counselors

Kağnici, Dilek

doi:10.12738/estp.2014.1.1965

Cited by 16 publications

(11 citation statements)

References 25 publications

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“…Thus, it is expected that psychological counselor candidates will be aware of their own values and prejudices and understand the worldviews of clients from different cultures (Kagnici, 2013). There are many studies (Bemak & Chung, 2004;Kagnici, 2011;Kagnici, 2014;McCreary & Walker, 2011) that emphasize the importance of multicultural counseling competencies in psychological counseling education in order to gain these competencies that psychological counselors should have.…”

Section: Discussionmentioning

confidence: 99%

The Predictive Role of Homophobia and Unconditional Self-Acceptance on Respect of Differences in Psychological Counselor Candidates

Batık¹

2019

INT J EDUC METHODOL

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This research was conducted to investigate the predictive role of homophobia and unconditional self-acceptance on respect of differences in psychological counselor candidates. Participants were 239 psychological counselor candidates. The Respect of Differences Scale, the Homophobia Scale, and the Unconditional Self-Acceptance Scale were used to collect the data. Path analysis was used to determine the influences of variables on respect of differences. The independent sample t-test and one-way ANOVA were used to determine differences between participants in terms of gender and grade. The results of the analysis indicated that homophobia and unconditional self-acceptance are predictors of respect of differences, and place of living and traditionally have an indirect effect on respect of differences. In addition, female participants reported a higher level of respect of differences than male participants. Similarly, first year college students reported a higher level of respect of differences than fourth year college students.

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Section: Discussionmentioning

confidence: 99%

The Predictive Role of Homophobia and Unconditional Self-Acceptance on Respect of Differences in Psychological Counselor Candidates

Batık¹

2019

INT J EDUC METHODOL

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“…Participants in this study thought that the counsellor education lacked sufficient opportunities for developing expertise in theoretical orientations and practical competence. In findings of previous research conducted in Turkey, the reasons for this situation were the insufficiency and inadequacy of the undergraduate education for the development of one's practice as a counsellor (Yeşilyaprak, 2009), the potential conflict between indigenous cultural structures and counselling backgrounds directly transferred from Western approaches (Mocan-Aydin, 2000;Stockton & Güneri, 2011), and the lack of school counselling curricula that focused on contemporary approaches and contained an adequate practical aspect (Kagnici, 2014). Similarly, research conducted internationally highlighted the need for content-specific courses and practices that could be used by counsellors working in urban, suburban and rural areas at different levels of schooling (Hannon, 2016;Perusse & Goodnough, 2005).…”

Section: Discussionmentioning

confidence: 99%

Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice

Sakız

Sarıçalı

2018

J. Psychol. Couns. Sch.

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We examined the paradigmatic position of school counsellors as it relates to their practice. A survey and interviews were conducted with counsellors, counsellor educators, and teachers. Findings demonstrated that counsellors lacked skills regarding theoretical orientation and applications, counselling practices remained arbitrary and less effective due to the confusion experienced in the adaptation and application of counselling approaches, and the confusion in paradigms stemmed from problems in the identification of local needs, direct transfer of Eurocentric paradigms, training, and professional roles.

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“…Another identified theme was a reported increase in multicultural awareness (Collins, Arthur, Brown, & Kennedy, ; Kağnici, ); identified as one of the preliminary factors in developing multicultural competency (Sue & Sue, ). Students reported they learned information never presented to them before this course.…”

Section: Discussion and Implications For Trainingmentioning

confidence: 99%

Multicultural school psychology training: An examination of students’ self‐reported course outcomes

Vega

Tabbah

Monserrate³

2018

Psychology in the Schools

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This mixed methods study examined the outcomes of a multicultural course on school psychology students' feelings of empathy and sensitivity toward members of different racial and ethnic groups. It also investigated students' perceptions of how the course would influence their future practice as school psychologists. Ethnic identity awareness was explored across ethnic groups and in relation to students' feelings of empathy and sensitivity toward members of different racial and ethnic groups. Results showed differences in ethnic identity awareness between White and non-White participants, significant increases in areas of feelings of empathy and sensitivity at posttest, and significant positive correlations between measures of ethnic identity awareness and feelings of empathy and sensitivity.Additionally, a content analysis of the participants' reflection papers highlighted three key themes: (1) importance of a safe learning environment, (2) increased social awareness, and (3) putting theory into practice. Implications for school psychology training programs to prepare culturally competent practitioners will be discussed as well as limitations and future directions for research. K E Y W O R D Scultural competence, multicultural training, social justice Recent data highlights the changing landscape of the public-school environment; for instance, in the 2014-2015 schoolyear, English language learners (ELLs) represented 9.4% of the student body in the United States, and Spanish was the most common home language of ELL students (77.1%) (McFarland et al., 2017). Moreover, Latina/o student enrollment increased from 19% to 25% between 2004 and 2014, whereas enrollment among White students decreased (58% to 49.5%) (McFarland et al., 2017). Projections for the year 2026 suggest a continued decline in enrollment among White students (49.5% to 45%) and an increase for Latina/o students (25% to 29%) (McFarland et al., 2017). With this demographic shift, the field of school psychology must prepare practitioners with the skills to work with students from diverse backgrounds. However, the most recent National Association of School Psychologists (NASP) member survey (Walcott, Charvat, McNamara, & Hyson, 2015) continues to show a pattern of incongruence with public school demographics. The 2015 survey found women represented 83% of school psychologists and Whites represented 87%

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Reflections of a Multicultural Counseling Course: A Qualitative Study with Counseling Students and Counselors

Cited by 16 publications

References 25 publications

The Predictive Role of Homophobia and Unconditional Self-Acceptance on Respect of Differences in Psychological Counselor Candidates

The Predictive Role of Homophobia and Unconditional Self-Acceptance on Respect of Differences in Psychological Counselor Candidates

Paradigmatic Challenges in School Counselling: Correlates and Reflections on Practice

Multicultural school psychology training: An examination of students’ self‐reported course outcomes

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