The Relationship Between Racial Identity Development and Multicultural Counseling Competency: A Second Look

2003 ◽  
Vol 31 (4) ◽  
pp. 262-277 ◽  
Author(s):  
Teraesa S. Vinson ◽  
Gregory J. Neimeyer
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Multicultural Counseling ◽  
Racial Identity Development ◽  
Multicultural Counseling Competency ◽  
Counseling Competency ◽  
Second Look ◽  
The Relationship

A Pedagogical Model for Increasing Race-Related Multicultural Counseling Competency 1ψ7

2010 ◽  
Vol 38 (5) ◽  
pp. 691-713 ◽  
Author(s):  
Tamara R. Buckley ◽  
Erica Gabrielle Foldy
Keyword(s):  
Identity Development ◽  
Multicultural Counseling ◽  
Developmental Process ◽  
Racial Identity Development ◽  
Self Awareness ◽  
Pedagogical Model ◽  
Course Content ◽  
Multicultural Counseling Competency ◽  
Counseling Competency ◽  
Identity Safety

With the increasing need for multicultural competence, questions have emerged about the appropriate classroom strategies to cultivate growth in this area. These questions have been further complicated by a growing focus on self-awareness, which has increased the affective demands of and student resistance to the material. This article proposes a pedagogical model to enhance what the authors call race-related multicultural counseling competency, which focuses on race, racism, and racial identity development. The fundamental premise is that two types of safety, psychological safety and identity safety, must be present. The authors further argue that safety requires attention to both course content and teaching processes as well as an incremental learning approach that emphasizes race-related competence as a lifelong developmental process.

Integrative Psychotherapy with Culturally Diverse Clients

2005 ◽  
pp. 321-340 ◽  
Author(s):  
Allen E. Ivey ◽  
Jeff E. Brooks-Harris
Keyword(s):  
Racial Identity ◽  
Identity Development ◽  
Multicultural Counseling ◽  
Culturally Diverse ◽  
Psychotherapy Integration ◽  
Racial Identity Development ◽  
Integrative Approach ◽  
The Past ◽  
Therapeutic Interaction ◽  
Multicultural Therapy

Chapter 15 describes an integrative approach to psychotherapy with culturally diverse clients. Although the psychotherapy integration movement and the multicultural counseling movement have developed along parallel paths during the past few decades, there has been relatively little dialogue between the two groups. It also examines how both a client and therapist’s racial identity development has a crucial impact on their therapeutic interaction. It also embraces these themes of culture, identity, and integration by exploring two interrelated lines of thought related to psychotherapy with culturally diverse clients: multicultural therapy, and multicultural development.

scholarly journals Self-Care: An Ethical Imperative for Anti-Racist Counselor Training

2021 ◽  
Author(s):  
Michelle Mitchell ◽  
Erin Binkley
Keyword(s):  
Social Justice ◽  
Racial Identity ◽  
Identity Development ◽  
Counselor Training ◽  
Change Agents ◽  
Self Care ◽  
Racial Identity Development ◽  
Dominant Culture ◽  
Ethical Imperative ◽  
Development Models

Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. Thus, the purpose of this conceptual manuscript is to (a) provide a rationale for self-care as an ethical imperative, (b) introduce self-care strategies to employ while supporting anti-racist andragogy through intentional wellness, and (c) call students to build self-care routines focused on multiculturalism and social justice.

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