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Journal articles on the topic 'Multicultural counseling'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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1

FRISZ, RUTH H. "Multicultural peer counseling: counseling the multicultural student." Journal of Adolescence 22, no. 4 (August 1999): 515–26. http://dx.doi.org/10.1006/jado.1999.0245.

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2

Sue, Derald Wing. "Multicultural Counseling." Counseling Psychologist 24, no. 2 (April 1996): 279–84. http://dx.doi.org/10.1177/0011000096242008.

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3

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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Fischer, Ann R., LaRae M. Jome, and Donald R. Atkinson. "Reconceptualizing Multicultural Counseling." Counseling Psychologist 26, no. 4 (July 1998): 525–88. http://dx.doi.org/10.1177/0011000098264001.

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5

Shoaee, R. Sarah. "Multicultural Counseling Competencies." American Journal of Islam and Society 15, no. 4 (January 1, 1998): 130–33. http://dx.doi.org/10.35632/ajis.v15i4.2146.

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In this thought-provoking and insightful book, ten psychologists, coW1selors,and educators have provided a ground-breaking study on multicultural counseling,a subject still fairly new to the field. Based on the work of Division 17open meeting of the Committee of Ethnic and Cultural Diversity, 1982, theauthors present guidelines for identifying monoculturalism and multiculturalism,proposing methods for achieving change at the individual, organizational,and professional levels.The authors argue that European-American traditions and research oftenfocus on the impact of intrapsychic factors on human development, ignoringinfluences of culture. They further argue that psychologists, who are aware ofand sensitive to other worldviews, should not only emphasize the knowledgeof such worldviews but should also incorporate them into the psychotherapeuticprocess. Multicultural Counseling Competencies is a timely book that couldbe used as a guide for mental health professionals.Chapter 1 of the book presents a definition of "multiculturalism" and a workingguideline upon which mental health professionals should base their knowledge,skills, and practice. Chapter 2 deals with "ethnocentric monoculturalism,"providing historical background on the emergence and development of aEuro-American worldview and highlighting how mental health professionalssubscribe to such a worldview without questioning its validity and applicabilityin a multicultural society.The profession's response to multiculturalism is the subject of the third chapter.This chapter identifies the "Seven Deadly Resistances" that are often ...
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Abreu, José M., Ruth H. Gim Chung, and Donald R. Atkinson. "Multicultural Counseling Training." Counseling Psychologist 28, no. 5 (September 2000): 641–56. http://dx.doi.org/10.1177/0011000000285003.

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This article provides a selective review of the multicultural counseling training (MCT) literature. A brief historical account of multicultural counseling (MCC) is followed by three other sections detailing current models of MCT, conceptualization of training objectives, and empirical research. Within these sections, critical issues for the present and future development of MCT are highlighted and discussed.
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7

Ahmed, Shamshad, Keith B. Wilson, Richard C. Henrikson Jr., and Janet Windwalker Jones. "What Does It Mean to Be a Culturally-Competent Counselor?" Journal for Social Action in Counseling & Psychology 3, no. 1 (April 1, 2011): 17–28. http://dx.doi.org/10.33043/jsacp.3.1.17-28.

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Changing demographics require human service workers to become more multiculturally competent. Using the multicultural counseling competencies as a foundation, the presenters outlined strategies to develop competencies within the awareness, knowledge and skill domains of multicultural competence. The authors propose implications for improving advocacy for multicultural social justice.
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8

B, E. B. "Integrating Spirituality into Multicultural Counseling. (Multicultural Aspects of Counseling Series 13)." Journal of Nervous and Mental Disease 189, no. 1 (January 2001): 69–70. http://dx.doi.org/10.1097/00005053-200101000-00019.

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9

Anghel, Alina, and Ramona Adina Lupu. "Multicultural Counseling in School." Procedia - Social and Behavioral Sciences 92 (October 2013): 32–35. http://dx.doi.org/10.1016/j.sbspro.2013.08.632.

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10

Neimeyer, Greg J. "Perspectives on Multicultural Counseling." Contemporary Psychology: A Journal of Reviews 42, no. 7 (July 1997): 605. http://dx.doi.org/10.1037/000224.

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11

McCreary, Micah L., and Tamara D. Walker. "Teaching Multicultural Counseling Prepracticum." Teaching of Psychology 28, no. 3 (July 2001): 195–98. http://dx.doi.org/10.1207/s15328023top2803_05.

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As the population in the United States becomes more diverse, professionals who conduct counseling and provide other services to clients need to become more skilled in counseling across cultures. In an effort to broaden the scope of training for counseling psychology graduate students at Virginia Commonwealth University, the psychology faculty added a multicultural counseling prepracticum course to its curriculum. This article focuses on the value of having such a course for counselors in training; we offer suggestions for teaching a multicultural prepracticum course based on our experience.
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12

Cho, Hwa Jin, and Minjeong Kim. "Exploring the Types of Counselors according to Counseling Training, Multicultural Counseling Education, and Multicultural Counseling Practice." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 6 (March 30, 2019): 849–69. http://dx.doi.org/10.22251/jlcci.2019.19.6.849.

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13

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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14

Harper, Frederick D., and Winifred O. Stone. "Transcendent counseling: A multimodal model for multicultural counseling." International Journal for the Advancement of Counselling 9, no. 3 (1986): 251–63. http://dx.doi.org/10.1007/bf00120245.

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15

Trusty, Jerry. "Counseling for Dropout Prevention: Applications From Multicultural Counseling." Journal of Multicultural Counseling and Development 24, no. 2 (April 1996): 105–17. http://dx.doi.org/10.1002/j.2161-1912.1996.tb00293.x.

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16

., Nuzliah. "COUNSELING MULTIKULTURAL." JURNAL EDUKASI: Jurnal Bimbingan Konseling 2, no. 2 (December 2, 2016): 201. http://dx.doi.org/10.22373/je.v2i2.816.

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Multicutural is a term used to describe one's view of the variety of life in the world, or cultural policy emphasizing their acceptance of diversity, and a wide range of cultures (multicultural) that exist in society regarding values, system, culture, customs and politics that they profess. The effectiveness of counseling depends on many factors the most important is the relation to each other, and mutual understanding between counselor and client. Cultural differences that exist in this country requires the counselor needs to understand the different cultures that exist. Importance of multicultural for counselors as a form of consciousness that the counselor and client have cultural differences. Multicultural counseling a counseling relationship with the concept that there is a counselor with a client who has a cultural background, values and different lifestyles. Building a good relationship when the counseling process takes place so that the counselor can understand the culture of its clients one of the key attitudes that exist within konsleor is empathy. Counselors who have empathy will be able to understand the way the world through the perspective of the client.
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17

Arredondo, Patricia, and Rebecca Toporek. "Multicultural Counseling Competencies = Ethical Practice." Journal of Mental Health Counseling 26, no. 1 (January 1, 2004): 44–55. http://dx.doi.org/10.17744/mehc.26.1.hw2enjqve2p2tj6q.

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The adoption of the Competencies is indicative of ethical and culturally responsive practices. Historical marginalization based on ethnic, racial, cultural, and socioeconomic differences and scientific racism have adversely affected the mental health professions and clients deserving of services.A rationale for the adoption of the Competencies is articulated based on existing research and examples of application of the Competencies. Rebuttals are made to criticisms about the Competencies by Weinrach and Thomas (2002). Viewing the Competencies as a living document indicates their future evolution as a set of culturally universal and culturally relative guidelines for the mental health professions.
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18

Augsburger, David. "Multicultural Pastoral Care and Counseling." Journal of Pastoral Care 46, no. 2 (June 1992): 97–99. http://dx.doi.org/10.1177/002234099204600201.

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19

Fukuyama, Mary A. "New Approaches to Multicultural Counseling." Contemporary Psychology: A Journal of Reviews 38, no. 3 (March 1993): 253–54. http://dx.doi.org/10.1037/033116.

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20

SPEIGHT, SUZETTE L., LINDA J. MYERS, CHIKAKO I. COX, and PAMELA S. HIGHLEN. "A Redefinition of Multicultural Counseling." Journal of Counseling & Development 70, no. 1 (September 10, 1991): 29–36. http://dx.doi.org/10.1002/j.1556-6676.1991.tb01558.x.

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21

Morris, Joseph R., and Dianne T. Robinson. "A Review of Multicultural Counseling." Journal of Humanistic Education and Development 35, no. 1 (September 1996): 50–60. http://dx.doi.org/10.1002/j.2164-4683.1996.tb00352.x.

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22

Lee, Courtland C. "Who Speaks for Multicultural Counseling?" Journal of Multicultural Counseling and Development 17, no. 1 (January 1989): 2–3. http://dx.doi.org/10.1002/j.2161-1912.1989.tb00410.x.

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23

Sadeghi, Maria, Jerome M. Fischer, and Sean G. House. "Ethical Dilemmas in Multicultural Counseling." Journal of Multicultural Counseling and Development 31, no. 3 (July 2003): 179–91. http://dx.doi.org/10.1002/j.2161-1912.2003.tb00542.x.

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24

Salyers, Kathleen M., and Martin H. Ritchie. "Multicultural Counseling: An Appalachian Perspective." Journal of Multicultural Counseling and Development 34, no. 3 (July 2006): 130–42. http://dx.doi.org/10.1002/j.2161-1912.2006.tb00033.x.

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25

Triandis, Harry C. "Comments on “Multicultural Career Counseling”." Career Development Quarterly 42, no. 1 (September 1993): 50–52. http://dx.doi.org/10.1002/j.2161-0045.1993.tb00244.x.

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26

Weil, J. "Multicultural education and genetic counseling." Clinical Genetics 59, no. 3 (March 2001): 143–49. http://dx.doi.org/10.1034/j.1399-0004.2001.590301.x.

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27

Kim, Bryan S. K. "Client Motivation and Multicultural Counseling." Counseling Psychologist 39, no. 2 (December 15, 2010): 267–75. http://dx.doi.org/10.1177/0011000010375310.

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28

Miller, Judi. "New horizons in multicultural counseling." British Journal of Guidance & Counselling 38, no. 2 (May 2010): 235–36. http://dx.doi.org/10.1080/03069881003616922.

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29

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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30

Fietzer, Alexander W., Evelyn Mitchell, and Joseph G. Ponterotto. "Multicultural Personality and Multicultural Counseling Competency in Counselor Trainees." Counselor Education and Supervision 57, no. 2 (June 2018): 82–97. http://dx.doi.org/10.1002/ceas.12095.

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31

Han, Gi-Jung, and Chul-Ju Park. "Analysis of Multicultural Education Counseling Influence in Multicultural Society." Journal of Wellbeing Management and Applied Psychology 1, no. 1 (February 28, 2018): 1–13. http://dx.doi.org/10.13106/jwmap.2018.vol1.no1.1.

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32

Walsh Soucheray, Kate. "A White Counselor in a Multicultural World: Understanding the Need for a Spiritual, Multicultural Counseling Course." Spiritual Psychology and Counseling 5, no. 2 (June 15, 2020): 203–18. http://dx.doi.org/10.37898/spc.2020.5.2.86.

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Multicultural counseling must be seen a significant factor in today’s multicultural world as therapists provide therapeutic services offered to clients, especially clients who have immigrated from one country to another within the past 50 years. Multicultural counseling refers to the preparation and practices that help White counselors learn to integrate multicultural and culture-specific awareness, knowledge, and skills into counseling interactions into their practice with multicultural clients. White counselors who work with multicultural clients have the choice to either remain handmaidens of the status quo or transmitters of society’s values or become agents of change. Additionally, it has been demonstrated that White counselors who have participated in a multicultural training program have greater therapeutic skill to offer their multicultural clients. Furthermore, when multicultural counseling is incorporated in a spiritually-enriched therapeutic relationship, White counselors are able to relate more effectively with their multicultural clients. A spiritually-enriched therapeutic relationship offers counselors the opportunity to work with their multicultural clients and incorporate the vital aspect of spirituality, because it is universal to human existence. Therefore, through the use of spirituality in multicultural counseling, White counselors must have the desire to understand their multicultural clients’ worldview, which incorporates the view these clients have of their spirituality. Counselors must understand the importance of developing a curiosity to understand how spirituality influences the lives of their multicultural clients and use this new awareness to help facilitate healing and wholeness for their clients.
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33

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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34

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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35

Donnell, Chandra M. "Examining Multicultural Counseling Competencies of Rehabilitation Counseling Graduate Students." Rehabilitation Education 22, no. 1 (January 1, 2008): 47–58. http://dx.doi.org/10.1891/088970108805059525.

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36

Mustafa, Akhtar Hussain. "The Challenges and Conflicts of Counseling in a Multicultural Society." Journal of Zankoy Sulaimani Part (B - for Humanities) 17, no. 2 (January 30, 2000): 247–51. http://dx.doi.org/10.17656/jzsb.10533.

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37

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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38

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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39

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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40

Mayes, Renae D., Colette T. Dollarhide, Bowen Marshall, and Alexis Rae. "Affective and developmental transitions: qualitative themes in multicultural counseling journals." International Journal of Information and Learning Technology 33, no. 1 (January 4, 2016): 2–16. http://dx.doi.org/10.1108/ijilt-10-2015-0031.

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Purpose – The purpose of this paper is to examine how multicultural counseling students expressed their understandings about themselves and others in relation to diversity. The authors wanted to know how cognitive development, affective development, and sense of self-evolved during a multicultural counseling class to examine all aspects of growth. Design/methodology/approach – Themes from a phenomenological qualitative analysis of journals from a multicultural counseling class suggest that students struggle with cognitive challenges (dealing with ambiguity, internalizing multicultural concepts, and self- and other-acceptance) and affective challenges (anger, guilt, and fear) in attaining multicultural growth. Findings – This expanded view of multicultural growth that includes affective challenges can fill a prior gap in understanding how multicultural learning occurs. Research limitations/implications – Implications are explored for counselor educators and supervisors. Originality/value – Recent use of journals to provide empirical insights into student growth include a study by Cohen et al. (2015), who used qualitative analyses of journal contents to examine growth in student attitudes toward geriatric clients, death, and dying. Knowing that student journals can provide insights into changing multicultural attitudes, and that qualitative methodology can provide tools for analysis, the authors decided that it might be possible to better understand multicultural growth by studying the journals written in a multicultural counseling class.
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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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42

Bemak, Fred, Regine M. Talleyrand, Hollie Jones, and Jewelle Daquin. "Implementing Multicultural Social Justice Strategies in Counselor Education Training Programs." Journal for Social Action in Counseling & Psychology 3, no. 1 (April 1, 2011): 29–43. http://dx.doi.org/10.33043/jsacp.3.1.29-43.

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This article is based on the presentation on implementing multicultural social justice leadership strategies in counselor education programs. The George Mason University’s Counseling and Development Program was used as an example to illustrate how to successfully infuse multicultural social justice values into an entire graduate counselor training program. The article is written from two perspectives: 1) faculty’s discussion on the development and establishment of a multicultural social justice counseling program, and 2) current and past students’ viewpoints of the impact of the multicultural social justice training program on their personal and professional lives. Recommendations are also suggested to assist counseling and psychology programs on the implementation of multicultural social justice leadership strategies.
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Patterson, C. H. "Do We Need Multicultural Counseling Competencies?" Journal of Mental Health Counseling 26, no. 1 (January 1, 2004): 67–73. http://dx.doi.org/10.17744/mehc.26.1.j7x0nguc7hjh545u.

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Weinrach and Thomas (2002) have shown rather conclusively that the Competencies are irreparably flawed. The attempt to develop such a document was misguided in the first place. There is no need for such a document, and thus no purpose in attempting to remedy its flaws. In the present discussion, I consider the more general problems with multicultural counseling. In addition, I propose a general solution to the problems of counseling clients who are members of a wide variety of culturally distinct groups. The Competencies are lacking any philosophical or theoretical foundations and are based on two untenable assumptions.
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44

Kwang-Hyun Choi. "International marriage and multicultural Pastoral counseling." THEOLOGICAL THOUGHT ll, no. 143 (December 2008): 217–46. http://dx.doi.org/10.35858/sinhak.2008..143.006.

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45

한숙자. "Christian Counseling Strategy to Multicultural Family." Journal of Counseling and Gospel 17, no. ll (November 2011): 9–43. http://dx.doi.org/10.17841/jocag.2011.17..9.

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46

HARRIS-DAVIS, EDNA, and BETSY HAUGHTON. "Model for Multicultural Nutrition Counseling Competencies." Journal of the American Dietetic Association 100, no. 10 (October 2000): 1178–85. http://dx.doi.org/10.1016/s0002-8223(00)00342-4.

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47

Kittler, Pamela Goyan, and Kathrynp Sucher. "Diet Counseling in a Multicultural Society." Diabetes Educator 16, no. 2 (April 1990): 127–31. http://dx.doi.org/10.1177/014572179001600210.

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Successful diet counseling is dependent on culturally sensitive communication strategies. Health care practitioners can improve cross-cultural counseling through a four-step process. First, they must become familiar with their own cultural heritages. Second, they must become acquainted with the cultural background of each client. Third, through an in-depth cross-cultural interview, they must establish the client's cultural background, food habit adapta tions made in the United States, and personal preferences. Fourth, they must modify diets based on unbiased analysis of the dietary data. The best chance for compliance occurs when diets are modified with consideration for client's cultural and personal preferences.
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48

Silva-Netto, Benoni. "Pastoral Counseling in a Multicultural Context." Journal of Pastoral Care 46, no. 2 (June 1992): 131–39. http://dx.doi.org/10.1177/002234099204600205.

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Identifies some of the emerging issues in the practice and research of pastoral counseling within a multicultural context. Raises the question as to whether American pastoral counselors should advocate the preservation of a uniform cultural system or appreciate and understand the rich diversities present within society. Notes the negative aspects of the hermeneutics of suspicion and opts for the truly cosmopolitan counselor.
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49

Cheatham, Harold E. "Review of Handbook of Multicultural Counseling." Cultural Diversity and Mental Health 2, no. 2 (1996): 143–44. http://dx.doi.org/10.1037/1099-9809.2.2.143.

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50

Essandoh, Pius K. "Multicultural Counseling as the "Fourth Force"." Counseling Psychologist 24, no. 1 (January 1996): 126–37. http://dx.doi.org/10.1177/0011000096241008.

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