Working Successfully with Diverse Studentsand Communities

Abstract

Pressing societal needs and professional guidelines call for multiculturally competent counselors who can successfully work with diverse individuals and communities. Using a mixed-methods case study, this article describes an innovative counselor preparation program that for 33 years has successfully prepared more than 800 counselors to work with diverse individuals and communities by supporting the development of counseling/professional skills, self-awareness, sensitivity to diversity, and social justice agency. This article reviews multicultural counseling literature that highlights the successes and challenges of teaching students about cultural diversity and oppression. It then elaborates on the Community-Based Block Program model and reports findings from three program assessments. It concludes with implications for counselor preparation programs.Human cultures are in a perpetual state of change, with diversity and multiculturalism swirling at the vortex of human interaction, representing a volatile network of transitions, identities, and interrelationships. The culture of the United States is no exception. Currently, this country is experiencing a demographic shift from

Critical Incidents in Graduate Student Development of Multicultural and Social Justice Competency

“…There is considerable research and recommendations from accrediting bodies in both Canada and the United States on what should be included in counsellor education, albeit with gaps particularly in the area of social justice (Butler-Byrd Nieto, & Nieto Senour, 2006;Toporek& McNally, 2006).However, less attention has been focused on the process of counsellor education (Pieterse et al, 2009;Smith et al, 2006).This article highlights student voices in examining what learning methodologies, resources, tools, or processes are most memorable orprominent.…”

Training in Mental Health Recovery and Social Justice in the Public Sector

“…The didactics offered as part of the postdoctoral training program provide a theoretical foundation in recovery-oriented care and the advancement of social justice. As the literature suggests, providing opportunities for discourse, education, and active learning about social justice and recovery is crucial for the development of these perspectives (Butler-Byrd, Nieto, & Nieto Senour, 2006;hooks, 1994;Palmer & Parish, 2008;Slade, 2009). Fellows are expected to demonstrate the ability to integrate new information into their thinking about public mental health systems and to expand their knowledge about mental health care in the context of general health care.…”

An African American supervisor’s reflections on multicultural supervision.

“…This difficult process creates disequilibrium, which, though ultimately beneficial to students’ development, is an advantage not always apparent during the program. Students have told me, however, in outcome studies of program alumni (Butler-Byrd, Nieto, & Senour, 2006), about the benefits of this process. The experiential nature of students’ interactions often has a tremendous effect on their behavior, attitudes, and awareness.…”