Testing the Intercultural Model of Ethical Decision Making With Counselor Trainees

Abstract

A training intervention using the Intercultural Model of Ethical Decision Making was tested with a sample of 48 counselor trainees enrolled in 3 counseling courses across 2 universities. Postintervention data indicated students' scores increased significantly on 5 of 6 evaluation criteria as well as on the overall total score. Although pretest scores were significantly different between students who had taken a multicultural course and those who had not, there was no posttest difference. Implications and suggestions for future training and research are discussed.

Evaluating a Training Intervention for Assessing Nonsuicidal Self‐Injury: The HIRE Model

“…No measure currently exists for evaluating this variable. Thus, we created a measure of skill acquisition for this study, following the precedent of other researchers in counselor training (Luke, Goodrich, & Gilbride, ). The measure involved a case study on NSSI completed by participants, followed by observer rating of the quality of student responses.…”

“…We selected these domains because they represented categories of the new diagnostic classification for NSSI, as published in the DSM‐5 (APA, ), and domains of the HIRE model used in the training intervention (Buser & Buser, ). Previous authors who have developed measures of skill acquisition used a 3‐point scale with higher values signifying greater specificity and depth in participant responses (Luke et al, ). We implemented a similar response scale for the protocol in this study.…”

The Professional Peer Membership of School Counselors and the Resources Used Within Their Decision-Making

“…The scoring instrument underwent multiple rounds of review, and the items were piloted with experts in ethical decision making (Luke, Goodrich, & Gilbride, 2013a) and tested with masters' students (Luke, Goodrich, & Gilbride, 2013b). Participants were provided a list of potential resources and asked to rate the likelihood that she/he would use that resource on a scale from 0 (not at all likely) to 10 (very likely).…”

A Collaborative Process Model for Promoting Successful Referrals in College Counseling

“…Although reasons for referrals to community providers have been presented in past literature (Dworkin & Lyddon, ; Lacour & Carter, ; Lawe, Penick, Raskin, & Reymond, ; Quintana et al, ; Zuriff, ), to our knowledge, this is the first coherent model of referral specific to college settings. Similar to ethical decision‐making models (e.g., Barnett & Johnson, ; Forester‐Miller & Davis, ; Luke, Goodrich, & Gilbride, ), the model incorporates consideration of relevant factors in making a decision of whether or not to refer. The overarching principle guiding our model is that increased consideration and involvement of the student in the referral process will result in a more positive experience for the student and an increased likelihood of a successful referral.…”