Teaching Interpreted Counseling Practice: A Step Toward Multicultural Competence

Abstract

We conducted an interpretative phenomenological analysis of five counseling students' experiences collaborating with American Sign Language–interpreting students during counseling practice sessions. Themes were identified in developmental domains of counselor self‐awareness, counseling relationship, and advocacy interventions. Interdisciplinary collaboration led students to address cultural deficiency models and increase multicultural competency and efforts in social justice.