Examining multicultural counseling competencies of graduate students in psychology.

This investigation examined the multicultural counseling competencies of graduate students in counseling and clinical psychology programs. A national sample of 344 students participated. The participants completed the Multicultural Counseling Inventory (G. R. Sodowsky, R. C. Taffe, T. B. Gutkin, & S. L. Wise, 1994) and a demographic questionnaire. Results indicated that counseling psychology students rated themselves as more multiculturally competent than clinical psychology students in three of the four multicultural competency areas. Different educational and clinical variables were predictive of multicultural counseling competencies for the two groups. Findings are discussed in terms of education and training in graduate psychology programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Play therapists' self-perceived multicultural competence and adequacy of training.

Explored the self-perceived multicultural competencies and adequacy of multicultural training of play therapists across the United States. Registered play therapists belonging to the Association for Play Therapy (N=134) completed the Multicultural Counseling Survey (MMCTS) (C. C. Holcomb-McCoy & J. E. Myers, 1999). Results indicate that play therapists perceive themselves as competent on Multicultural counseling competence. The results also suggest that play therapists perceived their multicultural training as less than adequate. Although results indicate no difference between play therapists' competence and training based on years of experience, there was a difference in multicultural competence and training based on coursework in multicultural counseling. Implications for practice and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Strategies for implementation of the multicultural guidelines in university and college counseling centers.

University and college counseling centers (CCs) can play an important role in the implementation of the American Psychological Association's "Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists." CCs are major providers of psychological services within institutional settings. In addition, CCs offer professional training programs, conduct research, and advocate for institutional change. Implementing the Multicultural Guidelines requires CCs to infuse multicultural perspectives into all CC functions and to become multiculturally competent organizations. Strategies for implementation of the Guidelines are presented regarding beginning the process, ongoing issues, and anticipated challenges. Examples of applications are provided. Implementation of the Guidelines calls for commitment to a long-term process to promote multiculturalism within both the CC and its home institution. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Relationship between White racial identity attitudes and self-reported multicultural counseling competencies.

Tested a multicultural competency training model's hypothesis that counseling students' White racial identity development strongly influences their attainment of multicultural counseling competencies (H. B. Sabnani et al; see record 1991-16743-001). 128 White counseling graduate students completed measures of White racial identity development and self-reported multicultural counseling competencies. Students' White racial identity development, educational level, and clinical experience demonstrated moderate correlations with multicultural competencies. Regression analyses indicated that racial identity attitudes explained variability in competencies beyond that accounted for by demographic, educational, and clinical variables. Results suggest that racial identity attitude development should be considered an integral component in the planning of multicultural counseling training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of observer ratings of multicultural counseling competence in Black, Latino, and White American trainees.

Using transcribed intake sessions of 52 counselor–client dyads, this study explored the relative contributions of (a) counselor and client race or ethnicity, (b) counselor–client racial or ethnic match, (c) previous academic training in multicultural counseling, and (d) self-reported multicultural counseling competence to observer ratings of trainees' multicultural counseling competence. Results revealed that (a) Black American and Latino American counselor trainees were rated as more multiculturally competent than their White American peers, and (b) prior multicultural training was positively predictive of observer-rated multicultural counseling competence. Implications of the findings for counselor training and practice are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Therapist multicultural competence, Asian American participants' cultural values, and counseling process.

Asian Americans drop out of mental health treatment at a high rate. This problem could be addressed by enhancing therapists' multicultural competence and by examining clients' cultural attitudes that may affect the counseling process. In the present study, we used a video analogue design with a sample of 113 Asian American college students to examine these possibilities. The result from a t test showed that the session containing therapist multicultural competencies received higher ratings than the session without therapist multicultural competence. In addition, correlational analyses showed that participant values acculturation was positively associated with participant ratings of counseling process, while the value of emotional self-control was negatively correlated. The results of a hierarchical multiple regression analysis did not support any interaction effects among the independent variables on counseling process. All of these findings could contribute to the field of multicultural competence research and have implications for therapist practices and training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Race/ethnicity, color-blind racial attitudes, and multicultural counseling competence: The moderating effects of multicultural counseling training.

Increasing trainees' multicultural counseling competence (MCC) has been a hot topic in counseling. Scholars have identified predictors (e.g., race/ethnicity, color-blindness) of MCC, and educators provide multicultural training for trainees. Using a sample of 370 psychology trainees, this study examined whether multicultural training (a) moderated racial/ethnic differences on MCC and (b) changed the relationship between color-blindness and MCC. Results indicated a significant interaction effect of race/ethnicity (i.e., White vs. ethnic minority) and multicultural training on multicultural awareness, but not on multicultural knowledge. Specifically, at lower levels of training, racial/ethnic minority trainees had significantly higher multicultural awareness than their White counterparts; at higher levels of training, no significant difference was found. Described differently, more training significantly enhanced Whites' multicultural awareness, but did not enhance racial/ethnic minority trainees' awareness. Additionally, there was a significant interaction effect of color-blindness and multicultural training on multicultural knowledge, but not on multicultural awareness. The association between color-blindness and multicultural knowledge was stronger at higher levels of multicultural training than at lower levels of training. Alternatively, the effect of training on enhancing knowledge was stronger for those with lower color-blindness than for those with higher color-blindness. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perceptions of Multicultural Training in Predoctoral Internship Programs: A Survey of Interns and Training Directors.

Multicultural training at internship sites is a critical component in the preparation of doctoral-level psychologists, so the quality of this training is of the utmost importance. In the following study, the authors examine multicultural training from the perspective of predoctoral interns and training directors at counseling center sites that offer a major or minor rotation in multicultural therapy. Results suggest that perspectives vary between interns and training directors and that there is a great difference in the type of criteria used by each site as evidence of a major or minor rotation. The need for more standardized criteria to define major and minor rotations and suggestions for the Association of Psychology Postdoctoral and Internship Centers, internship training directors, and prospective interns are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A multicultural assessment supervision model to guide research and practice.

Multicultural assessment supervision is supervision of an assessment process in which the person assessed and the assessor are from different cultural backgrounds, the supervisor and the trainee are from different cultural backgrounds, or an instrument used in the assessment was developed with a cultural group different from that of the person assessed. A multicultural assessment competency model is presented to guide research and practice in multicultural assessment supervision. The model describes multicultural assessment competence areas, supervisor characteristics, supervision process variables, and supervision task areas important in the development of cultural competence in assessment practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multicultural guidelines: Implementation in an urban counseling psychology program.

How do faculty create culture-centered programs? The recent American Psychological Association (APA) Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists suggest that "As educators, psychologists are encouraged to employ the constructs of multiculturalism and diversity in psychological education" (APA, 2003, p. 386). This article presents a rationale for a culture-centered approach to psychological education and training and the present challenges to that approach. Seven areas of best practices are presented (including statement of philosophy, recruiting a diverse group of faculty and students, fair admissions process, culture-centered curriculum, and evaluation). The article concludes with an evaluation of an urban counseling psychology program coping with the challenges and trying to incorporate best practices in creating a culture-centered program. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Variability across sources of performance ratings.

Examined the comparability of peer ratings, supervisor ratings, and self-ratings of counseling performance early in training. Earlier studies of the relationship of performance ratings from different sources have indicated some comparability across source of rating, particularly late in the training process. The results of the present study with 30 21–50 yr old graduate students enrolled in a prepracticum counseling methods course indicate considerable variability across sources of ratings used early in training. Implications and practical training strategies are discussed. (9 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development and validation of the Counselor Activity Self-Efficacy Scales.

The Counselor Activity Self-Efficacy Scales were developed to assess self-efficacy for performing helping skills, managing the counseling process, and handling challenging counseling situations. Factor analyses of data from 345 students in undergraduate and graduate counseling courses yielded 6 factors. Factor-derived scale scores produced adequate internal consistency and short-term test-retest reliability estimates. The scale scores were strongly related to scores on an existing measure of counseling self-efficacy, weakly related to social desirability, sensitive to change over the course of a 1-semester practicum, and able to differentiate among students with differing levels of counseling experience. The scale scores were also related to interests, occupational goals, outcome expectations, and affective experience related to the counselor role. Implications for future research and training applications are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Therapist Multicultural Competency: A Study of Therapy Dyads": Correction.

Reports an error in "Therapist Multicultural Competency: A Study of Therapy Dyads" by Jairo N. Fuertes, Thomas I. Stracuzzi, Jennifer Bennett, Jennifer Scheinholtz, A. Mislowack, Mindy Hersh and David Cheng (Psychotherapy: Theory, Research, Practice, Training, 2006[Win], Vol 43[4], 480-490). The fifth author's name should be spelled as follows: Alexa Mislowack. (The following abstract of the original article appeared in record 2006-23019-010.) This study examined the role of therapist multicultural competence (TMC). Fifty-one therapy dyads completed measures of therapist multicultural competency, working alliance, and their satisfaction with therapy. Clients also completed measures of therapist attractiveness, expertness, trustworthiness, and empathy. Results showed strong associations between clients' ratings of TMC and ratings of the working alliance, therapist empathy, and satisfaction. Clients' combined rating of therapist expertness, attractiveness, and trustworthiness were not associated with their TMC ratings but were significantly associated with therapists' self-appraised TMC ratings. Therapists' ratings of their TMC were associated with their ratings of the working alliance and satisfaction with their work. Results are discussed in the context of the relevant literature, as are implications for training and research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Racial microaggressions against African American clients in cross-racial counseling relationships.

This study examined the relationships among African American clients' perceptions of their White counselors with respect to (a) perceived racial microaggressions in cross-racial counseling relationships, (b) the counseling working alliance, (c) their counselors' general and multicultural counseling competence, and (d) their counseling satisfaction. Findings revealed that greater perceived racial microaggressions by African American clients were predictive of a weaker therapeutic alliance with White therapists, which, in turn, predicted lower ratings of general and multicultural counseling competence. Greater perceived racial microaggressions also were predictive of lower counseling satisfaction ratings. In addition, African American clients' perceptions of racial microaggressions had a significant indirect effect on these clients' ratings of White counselors' general and multicultural counseling competence through the therapeutic working alliance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationship between level of training, implicit bias, and multicultural competency among counselor trainees.

The assessment of attitudes toward diversity among counselor trainees has relied on self-report measures. Implicit measures might offer a valuable addition to self-report because they assess biased attitudes indirectly, do not rely on conscious introspection, and often demonstrate bias that contradicts self-reported attitudes. A sample (N = 105) of counselor trainees was assessed with measures of implicit bias toward African Americans and lesbians and gay men and a measure of self-reported multicultural competency. Implicit bias was present among counselor trainees despite high self-reported multicultural competency. In addition, self-reported multicultural competency varied by training level, but implicit bias did not. The results suggest that implicit bias can add to the understanding, assessment, and training of multicultural counselor competency. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of the Multicultural Counseling Inventory: A self-report measure of multicultural competencies.

Presents the Multicultural Counseling Inventory (MCI), a self-report instrument that measures multicultural counseling competencies. Study 1 comprised 604 psychology students, psychologists, and counselors in a midwestern state. In Study 2, respondents were a national random sample of 320 university counselors. Instrument analysis included exploratory principal-axis factor analysis with oblique rotation, assessment of factor congruence between the factor structures of the 2 samples, LISREL confirmatory factor analysis to test the relative goodness of fit of 6 competing factor models of the MCI, and tests of internal consistency reliabilities. Results indicate that the MCI has 4 factors: Multicultural Counseling Skills, Multicultural Awareness, Multicultural Counseling Relationship, and Multicultural Counseling Knowledge. A higher order, more general multicultural counseling factor is also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correlates of self-reported multicultural competencies: Counselor multicultural social desirability, race, social inadequacy, locus of control racial ideology, and multicultural training.

Self-reported multicultural counseling competencies (MCCs) of 176 university counseling center staff were assessed. A 1-model multiple regression analysis, using a 4-step forced-entry method, accounted for 34% of the variability in MCCs. As hypothesized, after the significant contributions of multicultural (MC) social desirability and race were taken into account, attitudes of feelings of social inadequacy and locus of control racial ideology overall and individually made significant contributions. Then, MC training variables overall and number of minority and international clients, MC research projects, and MC courses individually made significant contributions. Hispanics had significantly higher Multicultural Counseling Inventory scores than did Whites. Minority groups scored differently than Whites on the variables measured, and MCCs increased with training. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introduction to special sections: Race/ethnicity in counseling process and outcome and measuring session outcome in counseling and psychotherapy.

This article introduces the first in a series of special sections in the Journal of Counseling Psychology. The first special section is on multicultural counseling, which has been of major concern to counseling psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Men's issues in doctoral training: A survey of counseling psychology programs.

The study of men and masculinity is an important clinical competency that needs to be integrated into psychology training. The extent to which the psychology of men has been integrated into applied psychology training programs is unclear. Using counseling psychology as an example of one discipline's integration, the authors examined current training in the psychology of men. One hundred 60 faculty members participated in this study. Results suggest that training practices in the psychology of men are limited in counseling psychology doctoral training programs; faculty interest in the psychology of men was positive, and faculty members viewed psychology of men as an important area of research and training in counseling psychology; and approximately 80% of the participants regard the psychology of men as a multicultural issue. A case vignette illustrates implications for training and practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)