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

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

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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3

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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Constantine, Madonna G., Mai Kindaichi, Tina J. Arorash, Peter C. Donnelly, and Kyung-Sil K. Jung. "Clients’ Perceptions of Multicultural Counseling Competence." Counseling Psychologist 30, no. 3 (May 2002): 407–16. http://dx.doi.org/10.1177/0011000002303003.

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Jones, Janine M., Kristin Kawena Begay, Yoko Nakagawa, Molly Cevasco, and Janelle Sit. "Multicultural Counseling Competence Training: Adding Value With Multicultural Consultation." Journal of Educational and Psychological Consultation 26, no. 3 (June 2015): 241–65. http://dx.doi.org/10.1080/10474412.2015.1012671.

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Hipolito-Delgado, Carlos P., Jennifer M. Cook, Elaine M. Avrus, and Erica J. Bonham. "Developing Counseling Students' Multicultural Competence Through the Multicultural Action Project." Counselor Education and Supervision 50, no. 6 (December 2011): 402–21. http://dx.doi.org/10.1002/j.1556-6978.2011.tb01924.x.

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Oza, R., and B. Haughton. "MULTICULTURAL NUTRITION COUNSELING COMPETENCE: A REFINED MODEL." Journal of the American Dietetic Association 103 (September 2003): 118–19. http://dx.doi.org/10.1016/s0002-8223(08)70189-5.

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Kim, Bryan S. K., and Heather Z. Lyons. "Experiential Activities and Multicultural Counseling Competence Training." Journal of Counseling & Development 81, no. 4 (October 2003): 400–408. http://dx.doi.org/10.1002/j.1556-6678.2003.tb00266.x.

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Dillon, Frank R., Lilian Odera, Alia Fons-Scheyd, Hung-Bin Sheu, Ryan C. Ebersole, and Lisa B. Spanierman. "A dyadic study of multicultural counseling competence." Journal of Counseling Psychology 63, no. 1 (2016): 57–66. http://dx.doi.org/10.1037/cou0000118.

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Ridley, Charles R., Ankita Sahu, Katie Console, Shruti Surya, Vy Tran, Siming Xie, and Caroliina Yin. "The Process Model of Multicultural Counseling Competence." Counseling Psychologist 49, no. 4 (April 12, 2021): 534–67. http://dx.doi.org/10.1177/0011000021992339.

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The mental health professions need to reconceptualize multicultural counseling competence and innovate their models in order to provide better guidance to their professionals. To this end, we first redefine multicultural counseling competence with the goal of overcoming its pervasive definitional problems. We then propose the process model of multicultural counseling competence, which aims to rectify the limitations of the existing models. Our model integrates strengths of the three major models—skills-based, adaptation, and process-oriented—while also adding new components. Seven foundational principles undergird our complex and dynamic model. The model consists of three distinct phases: preparation, intake and in-sessions, and termination. In addition, the model consists of five clinical operations. The superordinate operation is deep-structure incorporation of culture. Subordinating to and rotating around this superordinate operation are: infusing preparation, developing a therapeutic alliance, adapting interventions, and evaluating process and outcome. Although these clinical operations interact dynamically at multiple levels within the model, the ultimate purpose is still the attainment of positive therapeutic outcomes.

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Vera, Elizabeth M., and Suzette L. Speight. "Multicultural Competence, Social Justice, and Counseling Psychology: Expanding Our Roles." Counseling Psychologist 31, no. 3 (May 2003): 253–72. http://dx.doi.org/10.1177/0011000003031003001.

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The construct of multicultural competence has gained much currency in the counseling psychology literature. This article provides a critique of the multicultural counseling competencies and argues that counseling psychology's operationalization of multicultural competence must be grounded in a commitment to social justice. Such a commitment necessitates an expansion of our professional activities beyond counseling and psychotherapy. While counseling is one way to provide services to clients from oppressed groups, it is limited in its ability to foster social change. Engaging in advocacy, prevention, and outreach is critical to social justice efforts, as is grounding teaching and research in collaborative and social action processes.

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Pieterse, Alex L., Sarah A. Evans, Amelia Risner-Butner, Noah M. Collins, and Laura Beth Mason. "Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education." Counseling Psychologist 37, no. 1 (February 12, 2008): 93–115. http://dx.doi.org/10.1177/0011000008319986.

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This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Results suggest that most courses adhere to the knowledge, awareness, and skills paradigm of multicultural competence. However, actual course content varies considerably. Whereas the findings identify social justice content as a growing presence in multicultural courses, there is a need to more clearly outline the fundamental points of distinction and overlap between multicultural competence and social justice advocacy in counselor and counseling psychology training.

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Nugraha, Yudhi Purwa, Anastasia Hariyati, and Fitri Uswatun Khasanah. "The Optimizing of Counselor Competence for Multicultural Counseling." Social, Humanities, and Educational Studies (SHEs): Conference Series 2, no. 2 (December 31, 2019): 56. http://dx.doi.org/10.20961/shes.v2i2.38546.

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Indonesia has a variety of cultures. Each culture has special characteristics. Special characteristics of each culture can cause obstacles to the individual. Experiences by students who come from different cultures. Students from different cultures show language barriers, academic barriers, barriers in values and norms, and experience racism. Educators’ low multicultural competence also influence it. The objective of this article is to prepare school counselors for provide multicultural services based data needs of students through the exploration of feelings, competencies, enthusiasm, opportunities and goals to develop multicultural service programs in a programmed, systematic, integrated, and sustainable manner, expected to be able to help develop students' competencies optimally. The next objective is to analyze the implementation of multicultural counseling with an eclectic approach based on data exploration of the students’ potential. The assistance provided by the counselor is based on techniques Psychodynamic, Existential-Humanistic, Cognitive Behavioral Therapy, Post-Modern approaches.

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Barden, Sejal M., and Jennifer H. Greene. "An Investigation of Multicultural Counseling Competence and Multicultural Counseling Self-Efficacy for Counselors-in-Training." International Journal for the Advancement of Counselling 37, no. 1 (November 19, 2014): 41–53. http://dx.doi.org/10.1007/s10447-014-9224-1.

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Vereen, Linwood, Nicole Hill, and Donell McNeal. "Perceptions of Multicultural Counseling Competency: Integration of the Curricular and the Practical." Journal of Mental Health Counseling 30, no. 3 (June 26, 2008): 226–36. http://dx.doi.org/10.17744/mehc.30.3.g34u122m16q64g44.

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A national survey of counselor trainees was conducted to investigate variables that influence the development of perceived multicultural competencies. The development of multicultural counseling competencies from an integrative educational perspective was overviewed as a framework for empirically exploring these factors. The group differences on counselor trainees' scores of perceived multicultural competence was explored based on clinical supervision, number of multicultural classes, and number of non-White clients. Results indicate that receiving clinical supervision related to multicultural issues and conducting counseling with more non-White clients interacted significantly with higher scores of multicultural competence. Such findings highlight current curricular and practical issues within mental health counselor education and frame the need for ongoing research that evaluates our emphasis and commitment to multicultural counseling in the 21st century.

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Quinn, Adam. "A Person-Centered Approach to Multicultural Counseling Competence." Journal of Humanistic Psychology 53, no. 2 (September 6, 2012): 202–51. http://dx.doi.org/10.1177/0022167812458452.

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Ponterotto, Joseph G., Brian P. Rieger, Ann Barrett, and Rickey Sparks. "Assessing Multicultural Counseling Competence: A Review of Instrumentation." Journal of Counseling & Development 72, no. 3 (January 2, 1994): 316–22. http://dx.doi.org/10.1002/j.1556-6676.1994.tb00941.x.

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Ivers, Nathaniel N., David A. Johnson, Philip B. Clarke, Deborah W. Newsome, and Rachel A. Berry. "The Relationship Between Mindfulness and Multicultural Counseling Competence." Journal of Counseling & Development 94, no. 1 (January 2016): 72–82. http://dx.doi.org/10.1002/jcad.12063.

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Koch, Julie M., Sebastiano J. Procopio, Douglas Knutson, Rogers W. Loche, Ashlee Jayne, Christopher Jayne, and LaTrice Loche. "Counseling psychology students’ perceptions of faculty multicultural competence." Scholarship of Teaching and Learning in Psychology 4, no. 3 (September 2018): 140–50. http://dx.doi.org/10.1037/stl0000116.

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Constantine, Madonna G. "Developing Competence in Multicultural Assessment:." Counseling Psychologist 26, no. 6 (November 1998): 922–29. http://dx.doi.org/10.1177/0011000098266003.

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King, Patricia M., and Mary Howard-Hamilton. "An Assessment of Multicultural Competence." Journal of Student Affairs Research and Practice 40, no. 2 (January 2003): 119–33. http://dx.doi.org/10.2202/1949-6605.1226.

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Matthews, Jennifer J., Sejal Mehta Barden, and Renee S. Sherrell. "Examining the Relationships Between Multicultural Counseling Competence, Multicultural Self-Efficacy, and Ethnic Identity Development of Practicing Counselors." Journal of Mental Health Counseling 40, no. 2 (April 1, 2018): 129–41. http://dx.doi.org/10.17744/mehc.40.2.03.

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The present study investigated the relationship between cultural competence, multicultural self-efficacy, and ethnic identity among professional counselors (n = 172). Researchers found a moderate positive correlation between cultural competence and multicultural ethnic identity, r = .41, p < .01, and between ethnic identity and multicultural self-efficacy, r = .31, p < .01. Additionally, there was a large positive correlation between cultural competency and multicultural self-efficacy, r = .61, p < .01. Finally, results from a hierarchical multiple regression indicated that ethnic identity and multicultural self-efficacy accounted for 42.4% of the variance in multicultural counseling competence after controlling for social desirability, F(3, 159) = 38.99, p < .001. Discussion of the results, implications for the counseling profession, and areas for future research are explored.

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Chao, Ruth Chu-Lien. "Racial/Ethnic Identity, Gender-Role Attitudes, and Multicultural Counseling Competence: The Role of Multicultural Counseling Training." Journal of Counseling & Development 90, no. 1 (January 2012): 35–44. http://dx.doi.org/10.1111/j.1556-6676.2012.00006.x.

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Chae, Mark H., Anthonia Adegbesan, Sharon Hirsch, Danny Wolstein, Alex Shay, and Kristen Schiro. "Relationship of Racial Identity to Cultural Competence and Self-Esteem among Rehabilitation Counseling Graduate Students." Journal of Applied Rehabilitation Counseling 41, no. 4 (December 1, 2010): 21–29. http://dx.doi.org/10.1891/0047-2220.41.4.21.

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The current study investigated the relationship of racial identity to cultural competence and self-esteem among 134 rehabilitation counseling graduate students. Additionally, the study investigated the relationship between exposure to diversity related experiences and cultural competence. Multiple regression analyses indicated that White racial identity attitudes accounted for significant variance in self-reported perceived multicultural competence and self-esteem. Additionally, multicultural coursework was predictive of multicultural competence. Implications for rehabilitation counselor education and training are presented.

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Sahu, Ankita, Katie Console, Vy Tran, Siming Xie, Caroliina Yin, Xiao Meng, and Charles R. Ridley. "A Case Using the Process Model of Multicultural Counseling Competence." Counseling Psychologist 49, no. 4 (April 12, 2021): 568–85. http://dx.doi.org/10.1177/0011000021990762.

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This article presents a hypothetical counseling case that demonstrates the use of the process model of multicultural counseling competence. The counselor is an African American woman at a university counseling service, and the client is a young Chinese American woman and a sophomore at the university. First, we present an introduction to the case, giving a profile description of the client and counselor. Second, we unveil the counseling process through the model’s three phases, with demonstrations of the various features of the model. The unfolding format of the case captures the process nature of the model and dynamic interactions in the facilitation of therapeutic change. Selected excerpts illustrate counselor and client dialogue during the course of counseling, and examples of counselor multicultural counseling competencies highlight the prescriptive use of the process model. Third, we provide a reflection of the case, adding commentary on the application of the model.

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Minton, Shyrea J. "Examining Graduate Student Engagement in Counseling Services with Diverse Populations in P-12 Education." International Journal of Multicultural Education 19, no. 3 (October 31, 2017): 103. http://dx.doi.org/10.18251/ijme.v19i3.1380.

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Given the continued diversification of P-12 education, it is imperative for professional school counselors to possess multicultural counseling competency in order to effectively engage diverse students in counseling. Thus, it is relevant to examine the preparation of professional school counselors-in-training related to multicultural and social justice counseling competency. This study explores the multicultural counseling competence of five professional school counselors-in-training and offers recommendations for counselor educators teaching cross-cultural counseling courses and coordinating school counselor training programs.

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Kim, Nayoung, Seungbin Oh, and Jayna Mumbauer. "Supporting International Students: Enhancing College Counselors’ Multicultural Counseling Competence." Journal of College Counseling 22, no. 2 (July 2019): 179–92. http://dx.doi.org/10.1002/jocc.12129.

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Coleman, Hardin L. K., Dianne Morris, and Romana A. Norton. "Developing Multicultural Counseling Competence Through the Use of Portfolios." Journal of Multicultural Counseling and Development 34, no. 1 (January 2006): 27–37. http://dx.doi.org/10.1002/j.2161-1912.2006.tb00024.x.

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Giegerich, Victoria, Alicia K. Hall, Jenny L. Cureton, Jamie McCartney, and Kathy Geething. "Teaching Interpreted Counseling Practice: A Step Toward Multicultural Competence." Counselor Education and Supervision 59, no. 3 (September 2020): 172–86. http://dx.doi.org/10.1002/ceas.12182.

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Ridley, Charles R., Debra Mollen, Katie Console, and Caroliina Yin. "Multicultural Counseling Competence: A Construct in Search of Operationalization." Counseling Psychologist 49, no. 4 (April 12, 2021): 504–33. http://dx.doi.org/10.1177/0011000020988110.

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The work of many great scholars has proliferated a sizable body of knowledge on the construct of multicultural counseling competence. However, the construct’s operationalization remains obscured, perplexing, and frustrating to practitioners who attempt to translate the scholarship into practice. We identify ten definitional problems that prevent the construct from evolving into a cohesive form that can inform practitioners’ work. These include: an indistinct purpose, culturally general/culturally specific divide, terminological interchange, confusing competency with competence, lack of integration, no definition, ambiguity, equivocation, circular reasoning, and divergence. Furthermore, the three major models of the construct—skills-based, adaptation, and process-oriented—share six limitations. They lack interdependence, prescriptive methods, deep incorporation of culture, coherent designs, conclusive research support, and they are oversimplifications. We call on the community of our fellow scholars to collaborate in reconceptualizing this complex construct into a sound, applicable guide for practitioners’ work with diverse clients.

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O'Hara, Caroline, Catherine Y. Chang, and Amanda L. Giordano. "Multicultural Competence in Counseling Research: The Cornerstone of Scholarship." Journal of Counseling & Development 99, no. 2 (March 8, 2021): 200–209. http://dx.doi.org/10.1002/jcad.12367.

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Chao, Ruth Chu-Lien, Meifen Wei, Glenn E. Good, and Lisa Y. Flores. "Race/ethnicity, color-blind racial attitudes, and multicultural counseling competence: The moderating effects of multicultural counseling training." Journal of Counseling Psychology 58, no. 1 (2011): 72–82. http://dx.doi.org/10.1037/a0022091.

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Basit, Abdul. "Multicultural Counseling in Islamic Perspective." KONSELING RELIGI Jurnal Bimbingan Konseling Islam 11, no. 1 (June 29, 2020): 113. http://dx.doi.org/10.21043/kr.v11i1.6435.

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<p>In this globalization and information era, the role of multicultural counseling is very urgent for the community. Given the cultural exchange between one country and another country is so massive. If a counselor only focuses on the client's person without regard to the cultural factors influence it, then the process of implementing counseling can cause bias and ineffective. In its historical development, the theory and practice of multicultural counseling is still dominated by multicultural counseling originating from the West. Meanwhile, Indonesia is a country where the majority of the population is Muslim and in terms of culture differs from rational, individualist, and materialist of Western cultures. Therefore, this paper describes multicultural counseling in an Islamic perspective as an alternative to the development of multicultural counseling in Indonesia. The different human concepts, cultures, and values developed by Islam form the basic foundation in the multicultural counseling process. From this basic difference, the author further explains the competence and practice of multicultural counseling in Islam, especially in Indonesia. In obtaining the comprehensive data, the authors conducted a qualitative study by taking data sources derived from the al-Qur'an, al-Hadith, and the results of the thinking of Muslim scientists related to multicultural counseling.</p>

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Greene, Jennifer H. "The Multicultural School Counseling Behavior Scale: Development, Psychometrics, and Use." Professional School Counseling 22, no. 1 (January 2018): 2156759X1881668. http://dx.doi.org/10.1177/2156759x18816687.

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The Multicultural School Counseling Behavior Scale (MSCBS) is designed to aid in measuring an important and overlooked area of the multicultural counseling competence of school counselors. This article presents the development, a pilot study, and initial psychometric properties of the MSCBS and provides implications for school counselors and future research.

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Arredondo, Patricia, and Patricia Perez. "Expanding Multicultural Competence through Social Justice Leadership." Counseling Psychologist 31, no. 3 (May 2003): 282–89. http://dx.doi.org/10.1177/0011000003031003003.

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Social justice and multicultural competence have been inextricably linked for nearly four decades, influencing the development of multicultural competency standards and guidelines and organizational change in psychology. This response provides a historical perspective on the evolution of competencies and offers clarifications regarding their scope, actual counselor behavior, relationship to case conceptualization, and political implications. Advocacy strategies of social justice leaders such as César Chávez, Martin Luther King Jr., and Rosa Parks are highlighted and recommended for incorporation in a counseling psychology social justice agenda.

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Ridley, Charles R., Katie Console, Ankita Sahu, Caroliina Yin, and Debra Mollen. "A Call to the Profession: Rejuvenating the Multicultural Conversation." Counseling Psychologist 49, no. 4 (April 12, 2021): 610–18. http://dx.doi.org/10.1177/0011000021991872.

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In this rejoinder, the authors respond to the feedback and suggestions offered by Vandiver et al. (2021). We clarify that the intent of our Major Contribution is to rejuvenate the conversation regarding multicultural counseling competence, continue the quest to operationalize the construct, and propose the process model of multicultural counseling competence. In response to our colleagues’ reaction article, we organized this rejoinder into three sections: major points of agreement, major points of disagreement, and mixed points of view, before concluding again with our intention and remembering the importance of continuing the work.

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Choi, Seong-In, and Soohyun La. "Multicultural Counseling in South Korea: Exploration and Development of Culture-Specific Competence Indicators." Counseling Psychologist 47, no. 3 (April 2019): 444–72. http://dx.doi.org/10.1177/0011000019873338.

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Researchers primarily have studied multicultural counseling (MC) in the context of the United States. Research is scarce regarding other countries. This paper presents a twofold exploratory study to examine the multicultural competencies that counselors need to assist the emerging diverse population in South Korea. We first generated seven competency indicators from a thorough literature review. In the second stage of the study, the seven indicators were used to develop a scale to measure MC competence specific to South Korea. Statistical analyses indicated that the seven items are a useful tool to measure counselors’ self-perceived competence to help diverse clients in South Korea. Additionally, our results indicated that counselors who received multicultural training expressed higher competence than those who have not. Implications for future research, practice, and training are discussed.

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Fouad, Nadya A. "Review of Pathways to Multicultural Counseling Competence: A Developmental Journey." Contemporary Psychology: A Journal of Reviews 41, no. 9 (September 1996): 945. http://dx.doi.org/10.1037/003160.

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Ivers, Nathaniel N., and José A. Villalba. "The Effect of Bilingualism on Self-Perceived Multicultural Counseling Competence." Professional Counselor 5, no. 3 (June 2015): 419–30. http://dx.doi.org/10.15241/nni.5.3.419.

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Clark, Madeline, Jeff Moe, and Danica G. Hays. "The Relationship Between Counselors’ Multicultural Counseling Competence and Poverty Beliefs." Counselor Education and Supervision 56, no. 4 (December 2017): 259–73. http://dx.doi.org/10.1002/ceas.12084.

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Aga Mohd Jaladin, Rafidah. "Perceived Multicultural Counseling Competence of Malaysian Counselors: An Exploratory Study." Journal of Multicultural Counseling and Development 45, no. 2 (April 2017): 127–48. http://dx.doi.org/10.1002/jmcd.12069.

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Lee, Debbiesiu L., and Yoonsuh Moh. "New Developments in Multicultural and Social Justice Counseling Competence Training." Journal of Multicultural Counseling and Development 48, no. 3 (July 2020): 134–36. http://dx.doi.org/10.1002/jmcd.12172.

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Mollen, Debra, and Charles R. Ridley. "Rethinking Multicultural Counseling Competence: An Introduction to the Major Contribution." Counseling Psychologist 49, no. 4 (April 12, 2021): 490–503. http://dx.doi.org/10.1177/0011000020986543.

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In this introductory article of the Major Contribution, we explore the construct of multicultural counseling competence, particularly its inception and the early social movements from which it evolved. We posit that although the intentions of early pioneers and professional organizations were admirable and the subsequent body of work impressive, progress has stalled. A conceptual and operational impasse now impedes advancement of the discourse and ultimately hinders our ability to adequately serve clients, supervisees, and consultees who are the beneficiaries of our efforts. In this article, we lay the foundation for an analysis of the impasse, a proposal for an alternative model of the construct, and a case conceptualization that demonstrates usage of the model. We conclude by providing an overview of the Major Contribution, including a synopsis of the subsequent three articles and our intention to rejuvenate this dialogue with our colleagues and students.

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