Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education

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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Counseling Psychology Model Training Program

The Counseling Psychologist ◽

10.1177/0011000018755512 ◽

2018 ◽

Vol 46 (1) ◽

pp. 6-49 ◽

Cited By ~ 12

Author(s):

Michael J. Scheel ◽

Sally D. Stabb ◽

Tracy J. Cohn ◽

Changming Duan ◽

Eric M. Sauer

Keyword(s):

Social Justice ◽

Training Program ◽

Counseling Psychology ◽

American Psychological Association ◽

Full Potential ◽

American Psychological ◽

Contextual Diversity ◽

Psychology Programs ◽

Psychology Training Programs ◽

Model Training

The counseling psychology Model Training Program (MTP) was written to reflect new developments in counseling psychology, the American Psychological Association, and the world. The updated MTP is aspirational, intended to guide the development and maintenance of counseling psychology programs. The MTP conforms to the American Psychological Association’s and the Society of Counseling Psychology’s standards and guidelines. A strategic task group appointed by 2015 Society president James W. Lichtenberg sought feedback from the field to assist in its formulation, and the executive boards of the Society and the Council of Counseling Psychology Training Programs approved the final version. The 2017 MTP consists of four core values (i.e., growth toward full potential, holistic and contextual, diversity and social justice, communitarian perspective) as well as 20 principles grouped into six clusters: counseling psychology identity; multiculturalism, diversity, and social justice; health service psychology; developmental, prevention, and strengths orientation; science–practice integration; and relationships within and between professional communities.

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Bringing Social Justice into the Statistics Classroom

Teaching of Psychology ◽

10.1177/0098628320979879 ◽

2020 ◽

pp. 009862832097987

Author(s):

Tamera Garlington ◽

Valerie M. Ryan ◽

Catherine Nolty ◽

Hannah Ilagan ◽

Zachary J. Kunicki

Keyword(s):

Social Psychology ◽

Social Justice ◽

Developmental Psychology ◽

Statistical Tests ◽

American Psychological Association ◽

Psychology Students ◽

Future Research ◽

American Psychological ◽

Pedagogical Tools ◽

Student's Attitudes

Social justice is an American Psychological Association (APA) ethical principal which is often taught in content courses (e.g. social psychology, developmental psychology, introductory psychology) but rarely covered in psychological statistics courses. This is problematic, as psychology students may assume that bias is not an issue when implementing statistical tests and interpreting their results if social justice topics are not incorporated into statistics classrooms. The current study evaluated student’s attitudes toward a social justice lecture in a statistics classroom ( N = 100 students). Results show students had more favorable attitudes toward social justice and agreed it was important to cover in statistics classrooms. Future research should extend this work by seeking to replicate these findings and evaluating additional pedagogical tools to incorporate social justice into the statistics classroom.

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American Psychological Association Division 17—Counseling Psychology

The Counseling Psychologist ◽

10.1177/0011000094221018 ◽

1994 ◽

Vol 22 (1) ◽

pp. 199-199

Keyword(s):

Counseling Psychology ◽

American Psychological Association ◽

American Psychological

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The American Psychological Association in relation to social responsibility and social justice.

125 years of the American Psychological Association. ◽

10.1037/0000050-012 ◽

2017 ◽

pp. 359-391

Author(s):

M. Brewster Smith ◽

Wade E. Pickren

Keyword(s):

Social Justice ◽

Social Responsibility ◽

American Psychological Association ◽

American Psychological

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Preparing Psychology Majors to Enter the Workforce

Teaching of Psychology ◽

10.1177/0098628317744944 ◽

2017 ◽

Vol 45 (1) ◽

pp. 14-23 ◽

Cited By ~ 8

Author(s):

Drew C. Appleby

Keyword(s):

American Psychological Association ◽

The United States ◽

Bachelor's Degree ◽

American Psychological ◽

Psychology Programs ◽

Job Seeking ◽

Psychology Faculty ◽

Psychology Majors ◽

Psychology Curriculum ◽

Undergraduate Psychology

Undergraduate psychology programs have not always provided the same level of support for their job-seeking students than they have for those preparing to become psychologists. This is a particularly unfortunate situation because, according to the American Psychological Association's Center for Workforce Studies (American Psychological Association, 2017), only 13% of the 3.4 million people in the United States who have earned a bachelor's degree in psychology have gone on to earn a higher psychology degree. The first part of this article uses quotations from seven national reports on the psychology curriculum to identify the genesis and gradual amelioration of this unfortunate situation. The remainder of this article focuses on strategies that psychology faculty can use to help their job-seeking students successfully accomplish Goal 5: Professional Development of the APA Guidelines for the Undergraduate Psychology Major. These strategies include referring advisees to professionally trained advisors and becoming aware of careers in which baccalaureate-level psychology majors have entered or can prepare to enter and the sets of knowledge, skills, and characteristics important for success in these careers.

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