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Relevant bibliographies by topics / Assessment of multicultural counseling competence

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Academic literature on the topic 'Assessment of multicultural counseling competence'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Assessment of multicultural counseling competence"

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Coleman, Hardin L. K. "Portfolio Assessment of Multicultural Counseling Competency." Counseling Psychologist 24, no. 2 (April 1996): 216–29. http://dx.doi.org/10.1177/0011000096242003.

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Portfolio assessment is an alternate approach to the measurement of multicultural counseling competency. Most approaches to the assessment of multicultural counseling competency have focused on the development of point-in-time instruments that determine the degree to which an individual has acquired the awareness, knowledge, and skills associated with being a multiculturally competent counselor. A portfolio assessment encourages the learner to present concrete evidence that demonstrates his or her current level of multicultural counseling competency. This approach can be effective at both identifying the level of multicultural counseling competency for purposes of evaluation and for stimulating the development of further competence. The strengths and weaknesses of this approach to assessment of multicultural counseling competency are also discussed.

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Byington, Karen, Jerry Fischer, Louisa Walker, and Ellen Freedman. "Evaluating the Effectiveness of a Multicultural Counseling Ethics and Assessment Training." Journal of Applied Rehabilitation Counseling 28, no. 4 (December 1, 1997): 15–19. http://dx.doi.org/10.1891/0047-2220.28.4.15.

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The purpose of this study was to evaluate the effectiveness of a training program designed to enhance the multicultural competence of practicing rehabilitation counselors in the areas of ethical and assessment issues. To assess these areas, the Multicultural Counseling Ethics and Assessment Competency Scale (MCEACS) was developed as a part of the study. The MCEACS in its final form was a 17-item scale that demonstrated high internal consistency with a Cronbach's alpha of .92. Furthermore, it demonstrated a moderate relationship with the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) and was sensitive to counselor change as a pre- and post-test measure. Results of the evaluation of the multicultural training program indicated consistent positive changes from pre- to post-tests. It is evident that even a brief training can have a measurable effect on rehabilitation counselors' multicultural awareness, knowledge, and skills.

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Kitaoka, Sean Kiài. "Multicultural Counseling Competencies: Lessons From Assessment." Journal of Multicultural Counseling and Development 33, no. 1 (January 2005): 37–47. http://dx.doi.org/10.1002/j.2161-1912.2005.tb00003.x.

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Fischer, Jerome M., and Ellen Chambers. "Multicultural Counseling Ethics and Assessment Competencies: Directions for Counselor Education Programs." Journal of Applied Rehabilitation Counseling 34, no. 2 (June 1, 2003): 17–21. http://dx.doi.org/10.1891/0047-2220.34.2.17.

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Results of this study identified specific areas of multicultural ethics and assessment training for counselors. Licensed Professional Counselors (N = 207) were surveyed using the Multicultural Counseling Ethics and Assessment Competency Scale (MCEACS). A majority of survey respondents reported insufficient competencies in determining client acculturation, culture of the client in assessment interpretation, and resolving multicultural ethical dilemmas. Implications are given for counselor education programs and, subsequently, rehabilitation counselor education programs because of their shared history.

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Ratts, Manivong J. "Charting the Center and the Margins: Addressing Identity, Marginalization, and Privilege in Counseling." Journal of Mental Health Counseling 39, no. 2 (April 1, 2017): 87–103. http://dx.doi.org/10.17744/mehc.39.2.01.

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In order to address the inequities experienced by individuals who experience multiple forms of marginalization, counselors must be able to make linkages between identity, marginalization, and privilege. Equally important is the need to balance individual counseling with advocacy. This perspective requires counselors to understand how identities intersect and the ways in which a counselor's and client's statuses as members of privileged and marginalized groups influence the therapeutic relationship. These expectations are based on the new Multicultural and Social Justice Counseling Competencies (MSJCC), which were recently endorsed by the American Counseling Association. To address these challenges, and to operationalize the MSJCC, the Multicultural and Social Justice Counseling Competencies—Assessment Form (MSJCC-AF) is introduced. This form incorporates intersectionalities and advocacy with counseling.

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Ponterotto, Joseph G. "Charting a Course for Research in Multicultural Counseling Training." Counseling Psychologist 26, no. 1 (January 1998): 43–68. http://dx.doi.org/10.1177/0011000098261004.

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This article presents an integrative reaction to the lead contributions by Kiselica, Lark and Paul, and Rooney, Flores, and Mercier. Following the narrative path set by these contributors, the author begins with some personal reflections regarding his own multicultural development. A theme analysis of the lead contributions, along with the author's own experiences, leads to the delineation of 31 characteristics of effective multicultural training organized in three sections: characteristics of effective trainers and mentors, characteristics of promising trainees, and characteristics of facilitative training environments. The second half of this article presents both a general and specific research agenda for multicultural counseling training in the coming decade. Building from the identified themes, research recommendations are presented in five areas: racial identity development, multicultural competency assessment, mentoring, model programs, and the role of program diversity in training effectiveness. The article closes with a general discussion of the current and evolving status of multicultural counseling research. Embedded in the proposed research agenda is a strong call for qualitative research methods.

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Khusumadewi, Ari, Hadi Warsito W. S., and Bambang Dibyo Wiyono. "PENGEMBANGAN MODUL CULTURAL AWARENESS UNTUK KONSELOR SEBAYA." Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) 1, no. 1 (November 8, 2017): 30. http://dx.doi.org/10.26740/bikotetik.v1n1.p30-36.

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The process of attaining adolescent self-identity is strongly influenced by environmental conditions in which group culture greatly influences its success. Therefore students need to have a mantab cultural awareness to minimize the negative influence of the surrounding culture. Cultural awareness is a competence that naturally exists in the individual and develops according to the pattern of individual development, meaning individual cultural awareness can be developed.Limitations on the number of school counselors lead to many unresolved issues. Peer guidance program (peer counselor) is one solution to help students. Given the importance of the position of peer counselor then it is necessary that the media develop the competence of multicultural counselors in self counselor peer. One of the competencies developed is the competence of cultural awareness. Cultural awareness competencies help peer counselors to integrate their surrounding culture with their own culture, meaning that this competency is a capability that helps peer counselors take a proactive stance toward cultural differences, recognize and value each individual's multiculturality. The importance of developing multicultural counselor competencies in peer counselors has not been matched by the development of the media. Therefore, it takes a medium that can be used as a guide for peer counselors in developing their cultural awareness competence. The media is a cultural awareness module for peer counselors. Development This module is limited to acceptability stages that meet the four aspects of standard usability, convenience, accuracy and propriety. With the module developed, it is expected to maximize the implementation of peer guidance in school. Validation tests are performed by media validators, material validators and users. The revision of phase 1 is done after material validation and revision phase 2 after media validation. Material validation is done by counseling expert with minimum education qualification of S2 and teaching cross-cultural counseling course, media validation is done by expert in media with minimum qualification S2. User validation is performed by peer counselors at SMAN 11 Surabaya. From the expert validation result get the percentage value 85,93% from media validator, 87,5% from material validator and 82,5% from user validator for usability aspect, feasibility, accuracy, and propriety. The averages when adjusted to the assessment criteria according to Mustaji (2005: 102) turned out to fall into very good category (81% -100%). So it can be stated that this cultural awareness module meets the criteria of acceptability with very good predicate, no need to be revised.

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Ordor, Ada Okoye. "Constructing a Clinical Legal Education Approach for Large Multicultural Classes: Insights from the Nigerian Law School." International Journal of Clinical Legal Education 11 (July 18, 2014): 65. http://dx.doi.org/10.19164/ijcle.v11i0.78.

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<p>This paper starts by discussing ways in which the current teaching system at the Nigerian Law School reflects a clinical approach. Issues examined include classroom participation, court and law office attachment, law dinners, moot court and other practice week activities. Certain issues are problematised and options for improving clinical teaching methods for large multicultural classes are proffered. Central to the options proffered is a project management approach where, for instance, students do not just participate in a moot court session, but the class executes a moot court project. This means that every stage of the project is constructed as a distinct, but integral exercise in which students need to develop competencies. This would create the opportunity for students to develop ‘extended’ lawyering skills of project management, reporting and evaluation in addition to the already established skills of research, interviewing, counselling, negotiation, advocacy and so on, much in the same way as medical doctors in training are involved in public health projects, within which they practice community medicine. Clinical projects would as much as possible, accommodate personal skills preferences, while methods of assessment suited to each area of competence would be developed and applied as part of the overall assessment of students’ performance.</p>

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Aga Mohd Jaladin, Rafidah, Noh Amit, Azad Athahiri Anuar, Janet Ann Fernandez, Sakinah Salleh, Haniza Rais, and Haslee Sharil Lim. "Development of a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia." Journal of Adult and Continuing Education 26, no. 2 (December 27, 2019): 242–61. http://dx.doi.org/10.1177/1477971419896375.

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The aim of this study was to develop a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia. The research methodology comprised three phases: (i) training need assessment using survey method, (ii) module design and development and (iii) module evaluation using an experimental design. First, the Multicultural Counselling Competency Survey-Malaysian Counsellor Edition questionnaire was used to collect data from 116 professional counsellors from various work settings. The results clearly indicated the need for continuous professional development training to enhance counsellors’ multicultural counselling competency. The development of the training module adopted Sidek’s model, a Malaysian-based framework for module development. The developed training module was then evaluated for its effectiveness through analysing its content validity and reliability. Results revealed that the training module scored high content validity value of 77.2% (0.77) and satisfactory reliability level (alpha Cronbach’s coefficient value of 0.75). The overall findings of the present research imply that the continuous professional development training module is necessary for enhancing multicultural counselling competency of Malaysian professional counsellors.

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Pope-Davis, Donald B., Rebecca L. Toporek, Lideth Ortega-Villalobos, Daniela P. Ligiéro, Christopher S. Brittan-Powell, William M. Liu, Michael R. Bashshur, Jamila N. Codrington, and Christopher T. H. Liang. "Client Perspectives of Multicultural Counseling Competence." Counseling Psychologist 30, no. 3 (May 2002): 355–93. http://dx.doi.org/10.1177/0011000002303001.

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Dissertations / Theses on the topic "Assessment of multicultural counseling competence"

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Schomburg, Allison M. "EXAMINING THE ASSESSMENT OF MULTICULTURAL COUNSELING COMPETENCE IN COUPLES THERAPY." University of Akron / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=akron1176132118.

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Whitney, Jennifer M. "Self-perceived multicultural counseling competence of licensed professional counselors." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1163992973.

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WILLIAMS, JENNIFER E. "SELF-REPORTED MUTICULTURAL COUNSELING COMPETENCE OF COUNSELING STUDENTS IN OHIO, INDIANA, AND KENTUCKY: STARTING WITH THE PERSON IN THE MIRROR." University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990801456.

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O'Neil, Maya Elin. "Development and initial validation of a measure of multicultural competence stage of change." Thesis, University of Oregon, 2010. http://hdl.handle.net/1794/11749.

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xiv, 134 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.
Recent mandates for increased multicultural competence training in a variety of fields have stimulated a growing need for reliable and valid multicultural competence assessment instruments. Existing instruments have demonstrated varying levels of reliability and validity in assessing multicultural knowledge, awareness, and skills and have been critiqued for limitations in scope, applicability, and ability to capture the developmental nature of multicultural competence. In an attempt to address limitations of existing measures, this study investigated an original measure of multicultural competence utilizing a stages of change framework. The stages of change model has been applied to many types of behavior change but not yet to the construct of multicultural competence. The participants in this study were undergraduate and graduate students in human services (assessed one time), graduate students in education (assessed before and after participation in a required diversity course), and student services professionals (assessed before and after participation in a multicultural training). Findings suggest that the proposed measure, the Multicultural Competence Stage of Change Scale (MCSCS), has a six factor structure corresponding to the five stages of change and one social acceptability factor. The reliability of the measure was adequate, with values of Cronbach's α above .70 for 4 out of 6 subscales and .82 for the full scale score. The validity of the MCSCS was demonstrated by significant correlations with the Multicultural Awareness, Knowledge, and Skills Scale, Counselor Edition, Revised. Results indicate that student affairs professionals scored significantly higher than education students on the Pre-Contemplation and Preparation subscales and that pre-test scores were significantly lower than post-test scores on the Pre-Contemplation, Contemplation, and Action subscales. This study provides evidence that the MCSCS is a promising measure of multicultural competence stage of change. A discussion of the findings includes strengths of the MCSCS, limitations of this study, future research directions, recommended measure revisions, and applications of the MCSCS to clinical and vocational settings.
Committee in charge: Dr. Ellen McWhirter, Chair; Dr. Krista Chronister; Dr. Joseph Stevens; Dr. Mia Tuan

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Tadlock, Rebecca Lynn. "One School, Many Differences: An Assessment Tool for School Counselors and Multicultural Counseling." Available to subscribers only, 2009. http://proquest.umi.com/pqdweb?did=1796120841&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (M.S.Ed.)--Southern Illinois University Carbondale, 2009.
"Department of Educational Psychology and Special Education." Includes bibliographical references (p. 149-168). Also available online.

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Kirksey, Augustin Kellie Nicole. "A nationwide assessment of multicultural counseling competencies of rehabilitation practitioners in the private sector /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451959829.

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REECH, JEFFREY S. "The Assessment of the Spiritual Competency of Marriage and Family Therapy Students: A Partial Replication Study of the Spiritual Competency Scale." University of Akron / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1556878208042635.

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Ramaswamy, Aparna. "Cultivating Multicultural Counseling Competence." Thesis, University of the Cumberlands, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10591898.

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The concept of multiculturalism has traditionally referred to visible racial and ethnic cultural differences among people, and has expanded to include other marginalized and oppressed populations in the United States in the past 25 years. However, in the context of counselor education, there appears to be an incomplete understanding of what constitutes multicultural competence, the characteristics a competent counselor embodies, and how counselor education programs are evaluated for their efficacy in cultivating multicultural competence. The hypothesis guiding the current study was that there are shared characteristics between a mindful counselor and a multiculturally competent counselor such as cultural humility, increased awareness, genuineness, cultural empathy, and a non-judgmental disposition. To explore this further, the researcher used a mixed method research methodology to explore the phenomena of multicultural counseling competence and mindfulness. The qualitative aspect of this study involved the use of a hermeneutic phenomenological approach to correlate the attributes that are shared between these two phenomena, while the quantitative aspect involved using the Mindful Attention Awareness Scale and Everyday Multicultural Competencies / Revised Scale of Ethnocultural Empathy to statistically measure the magnitude of the correlation between mindfulness and multicultural competence. A grounded theory for the cultivation of multicultural counseling competence is presented in the final chapter as a synthetic outcome of this study.

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Teasdale, Anthony Charles. "Multicultural events in supervision and counseling and trainee multicultural competence." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6789.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Jardon, Alexander Matthew. "Multicultural Competence for Counseling Students Experiencing Cultural Immersion." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/91390.

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A number of studies have examined how counselor educators can facilitate counselor development of multicultural competence within the context of graduate counseling programs (e.g., Chu-Lien Chao, 2012; Constantine, 2001; Constantine, Juby, and Liang, 2001; Dickson and Jepsen, 2007; Sodowsky et al., 1998). Much less research has focused on counselor development occurring in students' personal lives, yet some evidence has shown that students report the impact of extracurricular experiences on counselor development (Coleman, 2006; Furr and Carroll, 2003; Rønnestad and Skovholt, 2003). Many qualitative studies have demonstrated positive effects of cultural immersion experiences, yet much less research in this area has utilized the quantitative measures related to cultural awareness. Few studies have also examined the effects of living among a different culture instead of visiting a different culture short term. After a thorough review of the literature on cultural immersion experiences, this study was designed to fill the gap that presently exists in quantitative findings exploring differences in multicultural competence and universal-diverse orientation, which is an awareness and accepting attitude for those who come from diverse backgrounds. The sample for the study consisted of students experiencing cultural immersion by means of relocation for their graduate training program. Additional analysis examined how universal-diverse orientation and duration of graduate training predicted multicultural competence scores. The results were not significant showing any differences in either multicultural competence or universal-diverse orientation scores based on cultural immersion. Similarly, no differences were found for either of these variables based on amount of multicultural training either. One finding that was statistically significant was a strong, positive correlation, as well as predictive ability, between universal-diverse orientation and multicultural knowledge and awareness. Implications of the findings could be applicable to clinicians and counselor education programs. By fostering more universal-diverse orientation, counselor educators could work towards increasing multicultural competence as well. This study was found to have some limitations, primarily a small sample size for quantitative analysis. These results do have implications for future research to continue studying multicultural competence, universal-diverse orientation, and cultural immersion.
Doctor of Philosophy
Much research has examined how people who train mental health professionals can facilitate counselor development of multicultural competence, an awareness for cultural differences and an ability to work with people from many cultural backgrounds. Much less research has focused on counselor development occurring in students’ personal lives, yet some evidence has shown that students report the impact of events in their personal lives on counselor development. Many studies have demonstrated positive effects of cultural immersion experiences, in which participants immerse themselves in a different culture for a time period. A few studies have also examined the effects of living among a different culture instead of visiting a different culture short term. After a thorough review of the literature on cultural immersion experiences, this study was designed to research how living among a diverse culture could result in differences in multicultural competence and universal-diverse orientation, which is an awareness and accepting attitude for those who come from diverse backgrounds. The study focused on students who moved to live in a different culture as part of their graduate training program in a counseling related field. The researcher also explored the relationship between universal-diverse orientation and multicultural competence scores. The results were not significant showing any differences in either multicultural competence or universal-diverse orientation scores based on whether or not participants had experienced cultural immersion. Similarly, no differences were found based on amount of multicultural training either. One finding that was significant was a strong relationship between universal-diverse orientation and multicultural knowledge and awareness. Implications of the findings could be applicable to counselors and counselor education programs. By fostering more universal-diverse orientation, counselor educators could work towards increasing multicultural competence as well. This study was found to have some limitations, primarily having few participants take the study’s survey. These results do have implications for future research to continue studying multicultural competence, universal-diverse orientation, and cultural immersion.

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Books on the topic "Assessment of multicultural counseling competence"

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Pope-Davis, Donald B. Multicultural counseling competencies: Assessment, education and training, and supervision. Thousand Oaks, Calif: Sage Publications, 1997.

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Pope-Davis, Donald, and Hardin Coleman. Multicultural Counseling Competencies: Assessment, Education and Training, and Supervision. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 1997. http://dx.doi.org/10.4135/9781452232072.

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Fawcett, Mary L. Experiential approach for developing multicultural counseling competence. Thousand Oaks, Calif: SAGE Publications, 2013.

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M, Evans Kathy, ed. Experiential approach for developing multicultural counseling competence. Thousand Oaks, Calif: SAGE Publications, 2013.

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Developing multicultural counseling competence: A systems approach. 2nd ed. Boston: Pearson, 2014.

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Pathways to multicultural counseling competence: A developmental journey. Pacific Grove: Brooks/Cole Pub. Co., 1995.

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Experiential activities for teaching multicultural competence in counseling. Alexandria, VA: American Counseling Association, 2011.

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Wheeler, Sue. Training counsellors: The assessment of competence. London: Sage, 1996.

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Association, American Psychological, ed. Multicultural care: A clinician's guide to cultural competence. Washington, D.C: American Psychological Association, 2012.

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(Editor), Donald B. Pope-Davis, and Hardin L. K. Coleman (Editor), eds. Multicultural Counseling Competencies: Assessment, Education and Training, and Supervision (Multicultural Aspects of Counseling And Psychotherapy). Sage Publications, Inc, 1996.

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Book chapters on the topic "Assessment of multicultural counseling competence"

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Lee, Richard M., and Adam J. Darnell. "Theory and Method of Multicultural Counseling Competency Assessment." In Asian American Mental Health, 283–99. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0735-2_19.

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Smith, Lance C. "Queering Multicultural Competence in Counseling." In International and Cultural Psychology, 23–39. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1283-4_3.

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Fuentes, Cynthia de las, and Martha Ramos Duffer. "Multicultural Competence in the Delivery of Technology-Mediated Mental Health Services." In Handbook of Multicultural Counseling, 306–14. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781506304458.n29.

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Ford, Katy L., and Martha R. Crowther. "Multicultural Counseling With Older Adults : Considerations for Intervention and Assessment." In Handbook of Multicultural Counseling, 394–400. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781506304458.n38.

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Jun, Heesoon. "Culturally Appropriate Assessment." In Social Justice, Multicultural Counseling, and Practice, 361–402. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72514-7_13.

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D’Andrea, Michael. "A Personal Assessment of the Ebb and Flow of the Multicultural Counseling Movement (MCM)." In Handbook of Multicultural Counseling, 43–50. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781506304458.n4.

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Suzuki, Lisa A., Elsa Lee, and Ellen L. Short. "Psychological Assessment : A Brief Examination of Procedures, Frequently Used Tests, and Culturally Based Measures." In Handbook of Multicultural Counseling, 259–68. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc, 2017. http://dx.doi.org/10.4135/9781506304458.n25.

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Gelso, Charles J., Elizabeth Nutt Williams, and Bruce R. Fretz. "Feminist multicultural counseling: Integration and cultural competence in a changing world." In Counseling psychology (3rd ed.)., 393–416. Washington: American Psychological Association, 2014. http://dx.doi.org/10.1037/14378-014.

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Comas-Díaz, Lillian. "Multicultural assessment: Understanding lives in context." In Multicultural care: A clinician's guide to cultural competence., 57–87. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13491-003.

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Tate, Kevin A., Edil Torres Rivera, and Lisa M. Edwards. "Colonialism and Multicultural Counseling Competence Research: A Liberatory Analysis." In International and Cultural Psychology, 41–54. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-1283-4_4.

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Conference papers on the topic "Assessment of multicultural counseling competence"

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Herget, Katrin, and Noemí Pérez. "Analysis of the speech act of request in the foreign language classroom." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9097.

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Nowadays, teaching languages for specific purposes, in particular in the field of entrepreneurship, has to focus on pragmatic and intercultural aspects in response to a multicultural professional reality that comprises different areas of knowledge. Our study aims at analyzing the speech act of making a request in German and Spanish by Portuguese native speakers, i.e. BA students of Languages and Business Relations at University of Aveiro. For this study, two different types of tests were performed: the Discourse Completion Task (DCT) and the Rating Assessment Test. The data provided by the answers given to these two surveys will help the teacher to understand the pragmatic difficulties students have when making a request in these two foreign languages. The information obtained will help the teacher to focus on aspects that are really problematic from the pragmatic point of view, and at the same time, to find and implement strategies and activities that help students improve their pragmatic awareness and overcome difficulties that may arise in intercultural communication. Hence, the objective is to contribute to an adequate development of the students' pragmatic and intercultural communicative competence.

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