Multicultural Counseling Literature Review

The five articles comprising the Major Contribution in this issue are synthesized and serve as the foundation of an ecological model for contextualizing multicultural counseling psychology processes. Specifically, the proposed contextual model outlines the recursive influence of individual and systemic factors on multiple subsystems (i.e., macrosystem, mesosystem, exosystem, and microsystem) influencing human behavior. Implications for multicultural training practices that are grounded in the contextual model as well as recent multicultural counseling literature are provided.

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Literature Review of Multicultural Counseling Studies in South Korea

Korea Journal of Counseling ◽

10.15703/kjc.15.6.201412.2209 ◽

2014 ◽

Vol 15 (6) ◽

pp. 2209-2223 ◽

Cited By ~ 9

Author(s):

Chun-Hui Kim ◽

Son-Eun Young

Keyword(s):

Literature Review ◽

South Korea ◽

Multicultural Counseling

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The contribution of levinas’ conception of responsibility to the ethical encounter counselor-counselee

International Journal of Social Sciences and Humanities ◽

10.29332/ijssh.v3n2.291 ◽

2019 ◽

Vol 3 (2) ◽

pp. 71-83

Author(s):

Zummy Anselmus Dami ◽

Imanuela Pandu ◽

Elka Anakotta ◽

Agusthinus Sahureka

Keyword(s):

Literature Review ◽

Multicultural Counseling ◽

Critical Analysis ◽

Guidance And Counseling ◽

Counseling Practice ◽

Basic Attitude

In fact, humans have always been closely related to others. This relationship can be meant to encounter ethical counselor-counselee which is based on an attitude of responsibility. The concept of the responsibility of Levinas can be put as a foundation for ethical counselor-counselee relation in order to contribute to and strengthen the concept of responsibility in literature-literature for guidance and counseling, and counseling practice also does not impress as conditioning. Based on a literature review and critical analysis, we found the following results: 1). The helping profession is to be interpreted in the framework of thinking responsibility, and the responsibility of counselor-counselee should be able to be realized in concrete actions and patterned being-for so that it becomes I-for-You (asymmetrical), should not be reversed into a being-with so that it becomes You-to-I (reciprocity/mutuality); 2). Responsibility in the context of multicultural counseling is seen in phenomenological by pointing at reality in awareness counselor (intentionality), and 3). Empathy as a major component of the counselor in the basic attitude of its existence takes responsibility for substitution (one-in-the-place-of-another). The responsibility of substitution is the unique and total responsibility of the counselor-counselee.

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Effect of Computerized Auditory Training on Speech Perception of Adults With Hearing Impairment

Perspectives on Aural Rehabilitation and Its Instrumentation ◽

10.1044/arri20.3.91 ◽

2013 ◽

Vol 20 (3) ◽

pp. 91-106 ◽

Cited By ~ 6

Author(s):

Rachel Pizarek ◽

Valeriy Shafiro ◽

Patricia McCarthy

Keyword(s):

Hearing Loss ◽

Speech Perception ◽

Literature Review ◽

Low Cost ◽

Experimental Designs ◽

Auditory Training ◽

Hearing Impairments ◽

Communicative Disorders ◽

And Training

Computerized auditory training (CAT) is a convenient, low-cost approach to improving communication of individuals with hearing loss or other communicative disorders. A number of CAT programs are being marketed to patients and audiologists. The present literature review is an examination of evidence for the effectiveness of CAT in improving speech perception in adults with hearing impairments. Six current CAT programs, used in 9 published studies, were reviewed. In all 9 studies, some benefit of CAT for speech perception was demonstrated. Although these results are encouraging, the overall quality of available evidence remains low, and many programs currently on the market have not yet been evaluated. Thus, caution is needed when selecting CAT programs for specific patients. It is hoped that future researchers will (a) examine a greater number of CAT programs using more rigorous experimental designs, (b) determine which program features and training regimens are most effective, and (c) indicate which patients may benefit from CAT the most.

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Taking Care of Children After Traumatic Brain Injury

Perspectives on School-Based Issues ◽

10.1044/sbi13.3.79 ◽

2012 ◽

Vol 13 (3) ◽

pp. 79-86 ◽

Cited By ~ 1

Author(s):

Julie Haarbauer-Krupa

Keyword(s):

Traumatic Brain Injury ◽

Brain Injury ◽

Literature Review ◽

School Setting ◽

Leadership Role ◽

Speech Language Pathologists ◽

Educational Information ◽

Taking Care

AbstractPurpose: The purpose of this article is to inform speech-language pathologists in the schools about issues related to the care of children with traumatic brain injury.Method: Literature review of characteristics, outcomes and issues related to the needs serving children.Results: Due to acquired changes in cognition, children with traumatic brain injury have unique needs in a school setting.Conclusions: Speech-Language Pathologists in the school can take a leadership role with taking care of children after a traumatic brain injury and coordination of medical and educational information.

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