The Multicultural Infusion Process: A Research‐Based Approach

Torres, Santos; Ottens, Allen J.; Johnson, Irene H.

doi:10.1002/j.1556-6978.1997.tb00526.x

Cited by 18 publications

(15 citation statements)

References 8 publications

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“…Counselor education programs can also promote the recognition and involvement of practitioners and counselor educators from diverse backgrounds. The encouragement of student and faculty involvement in AMCDand related professional organizations as well as the support for attending and presenting at diversity-oriented workshops add credibility to multicultural scholarship (Torres et al, 1997). Furthermore.…”

Section: Programmatic Recommendationsmentioning

confidence: 93%

“…Counselor educators can also work to develop a systems perspective that recognizes the impact of social, political, and environmental factors on human thought, feelings, and behavior (Whitfield, 1994). This systems perspective can be coupled with recognition and attention to institutional and individual examples of oppression (Torres, Ottens, & Johnson, 1997).…”

Section: Programmatic Recommendationsmentioning

confidence: 99%

“…students, and clinical supervisors from diverse backgrounds (Ponterotto et al, 1995). Program coordinators can enlist clinical supervisors who are committed to multicultural counseling and who are willing to integrate multicultural training goals into their supervision (Torres et al, 1997). Programmatic improvements are primarily focused on shifting to a more committed and proactive orientation to multiculturalism, which is in keeping with the professional philosophies of counselor educators.…”

Section: Programmatic Recommendationsmentioning

confidence: 99%

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Promoting and Celebrating Multicultural Competence in Counselor Trainees

Hill

2003

Couns Edu & Supervision

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The author discusses the rationale for counselor education programs' promotion of the development of multicultural counseling competence in counselor trainees. The current status of multicultural counseling competence is discussed, and recommendations are made regarding how counselor education programs and faculty can enhance multicultural competence. An Appendix provides specific action‐based recommendations.

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Section: Programmatic Recommendationsmentioning

confidence: 93%

Section: Programmatic Recommendationsmentioning

confidence: 99%

Section: Programmatic Recommendationsmentioning

confidence: 99%

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Promoting and Celebrating Multicultural Competence in Counselor Trainees

Hill

2003

Couns Edu & Supervision

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“…Participating in role-play exercises with people from different cultural backgrounds also increases therapists' sensitivity and comfort with working with diverse clients (Helmeke & Prouty, 2001). While role-play as an experiential learning strategy has been clearly demonstrated and widely used in the field of multicultural counseling (Kim & Lyons, 2003;Torres Jr. & Ottens, 1997), there are few experiential-based training programs that address cultural responsiveness in child welfare.…”

Section: Cultural Responsiveness Trainingmentioning

confidence: 97%

Using Simulation Training to Improve Culturally Responsive Child Welfare Practice

Leake

Holt

Potter

et al. 2010

Journal of Public Child Welfare

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Child welfare professionals need to understand the complexities of the factors that influence parenting, values, and worldviews. Being able to work across cultures is critical to assessing safety, obtaining effective services, and creating permanent healthy families for children of color. The purpose of the project was to grapple with the challenge of increasing culturally responsive practice in a context of safety and permanency that is defined by American political and cultural values. The response to this challenge was a competency-based training program designed to enhance the effectiveness of child welfare practice with Latino families. A key feature of the training was a simulation to raise awareness and learning readiness through an experiential approach to learning. The simulation is the first component of a multi-faceted training curriculum aimed at the integration of culturally responsive practices in child welfare practice. The training series was part of a 3-year demonstration project funded by the Children's Bureau (Washington, DC).

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“…Such activities particularly have been reported as helpful in increasing multicultural understanding (Kim & Lyons, 2003;Roysircar et al, 2005;Roysircar, Sandhu, & Bibbins, 2003). For instance, Torres, Ottens, and Johnson (1997) noted that respondents in their multicultural study indicated that experiential activities were more valuable and insightful to their learning than were intellectual activities. Furthermore, Tyler and Guth (1999) purported the use of experiential learning in multicultural classes to focus on both the cognitive and affective domains that are necessary to develop awareness, knowledge, and skills in students.…”

Section: The Value Of Reflective Practicesmentioning

confidence: 99%

Multicultural Connections: Using Stories to Transcend Cultural Boundaries in Supervision

Sommer

Derrick

Bourgeois

et al. 2009

J Multicult Couns & Deve

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stories have long been used in various cultures and settings to help make meaning and enhance awareness. the authors describe how reflection on and discussion of myths and fairy tales in supervision may help transcend cultural boundaries and increase multicultural understanding. las historias se han utilizado durante mucho tiempo en diversas culturas y escenarios para facilitar la comprensión de significado y aumentar el nivel de conciencia. los autores describen cómo la reflexión y la discusión de mitos y cuentos en la supervisión pueden ayudar a trascender barreras culturales y elevar el entendimiento multicultural. Stories have long assisted individuals and cultures in making meaning of experience. Recently, stories have also been used in supervision to facilitate supervisee growth (Anderson & Holmes, 2007;Crocket, 2004;London & Tarragona, 2007;Sax, 2006;Sommer & Cox, 2003;Ward & Sommer, 2006). The question of how stories from diverse cultures could be used in supervision to transcend cultural boundaries became the focus of an ongoing dialogue among members of the Supervision Research Interest Group at the University of Mississippi. This is a diverse group consisting of a female faculty member (first author) and three female (second, fourth, and sixth authors) and two male (third and fifth authors) doctoral students. Members represent various regions of the United States, South Korea, and Hong Kong. At the time of this writing, we found no literature that addressed the unique intersection of stories, supervision, and multicultural competency. In this article, we offer background information regarding the need for multicultural competency in supervision, the value of reflective practices in counselor education, the practice of narrative supervision, and the use of stories as meaning-making tools. Each of these areas contributes to our discussion of three stories from diverse cultures along with anecdotal evidence of how participants at an international conference responded to these stories. Suggestions for incorporating culturally diverse stories in counselor education curriculum are included.

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The Multicultural Infusion Process: A Research‐Based Approach

Abstract: The authors describe a research‐based curriculum guide for the inclusion of multiculturalism in the preparation of master's‐level counselors.

Cited by 18 publications

References 8 publications

Promoting and Celebrating Multicultural Competence in Counselor Trainees

Promoting and Celebrating Multicultural Competence in Counselor Trainees

Using Simulation Training to Improve Culturally Responsive Child Welfare Practice

Multicultural Connections: Using Stories to Transcend Cultural Boundaries in Supervision

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