Multicultural Training

1994 ◽  
Vol 22 (2) ◽  
pp. 227-289 ◽  
Author(s):  
Charles R. Ridley ◽  
Danielle W. Mendoza ◽  
Bettina E. Kanitz
Keyword(s):  
Instructional Strategies ◽  
Program Development ◽  
Multicultural Counseling ◽  
Full Range ◽  
Multicultural Training ◽  
Critical Examination ◽  
Counseling Training ◽  
Multicultural Program ◽  
Critical Choice ◽  
Scientist Practitioner Model

The Multicultural Program Development Pyramid is a five-tiered framework outlining stages of multicultural counseling training (MCT) program development. The pyramid is intended to serve as a guide to help program developers formulate their own unique MCT programs. The pyramid lays out a path of critical choice points in MCT development, beginning with the generation of an explicit philosophy of training and proceeding through the stages of identifying training objectives, selecting instructional strategies, choosing from among several proposed program designs, and evaluating the program. Use of the pyramid encourages the critical examination of a full range of choices at each stage. Implications of the pyramid for current MCT, the scientist-practitioner model, and the future of MCT research and development are discussed.

Charting a Course for Research in Multicultural Counseling Training

1998 ◽  
Vol 26 (1) ◽  
pp. 43-68 ◽  
Author(s):  
Joseph G. Ponterotto
Keyword(s):  
Identity Development ◽  
Multicultural Counseling ◽  
Research Agenda ◽  
Multicultural Training ◽  
Multicultural Competency ◽  
Racial Identity Development ◽  
Competency Assessment ◽  
Counseling Training ◽  
Program Diversity ◽  
Personal Reflections

This article presents an integrative reaction to the lead contributions by Kiselica, Lark and Paul, and Rooney, Flores, and Mercier. Following the narrative path set by these contributors, the author begins with some personal reflections regarding his own multicultural development. A theme analysis of the lead contributions, along with the author's own experiences, leads to the delineation of 31 characteristics of effective multicultural training organized in three sections: characteristics of effective trainers and mentors, characteristics of promising trainees, and characteristics of facilitative training environments. The second half of this article presents both a general and specific research agenda for multicultural counseling training in the coming decade. Building from the identified themes, research recommendations are presented in five areas: racial identity development, multicultural competency assessment, mentoring, model programs, and the role of program diversity in training effectiveness. The article closes with a general discussion of the current and evolving status of multicultural counseling research. Embedded in the proposed research agenda is a strong call for qualitative research methods.

Legends of the Field: Influential Scholars in Multicultural Counseling

2012 ◽  
Vol 111 (2) ◽  
pp. 364-382 ◽  
Author(s):  
Joseph G. Ponterotto ◽  
Esther C. Fingerhut ◽  
Ryan McGuinness
Keyword(s):  
Graduate Students ◽  
Multicultural Counseling ◽  
Multicultural Training ◽  
Scholarly Productivity ◽  
Scientific Impact ◽  
H Index ◽  
Counseling Training ◽  
Beta Coefficient ◽  
Number Of Publications ◽  
Number Of Citations

This study identified the most frequently cited scholars across 28 leading multicultural textbooks used in the training of counselors and counseling psychologists. Four spheres or clusters of multicultural scholars were identified and were characterized, respectively, as having either a profound, highly significant, significant, or important impact on the academic multicultural training of counseling graduate students. The top-cited scholars across the textbooks were also examined in relation to their scholarly productivity (number of publications) and their impact (number of citations) in peer-reviewed journals. Specifically, multicultural scholars were assessed on the delta-beta coefficient, Scopus and PsycINFO publications count, Scopus citations, and the increasingly popular h-index of scientific impact. Limitations of the study and implications of the findings for counseling training were highlighted.

Disability and the Meaning of Social Justice in Teacher Education Research: A Precarious Guest at the Table?

2020 ◽  
pp. 002248712092962
Author(s):  
Marleen C. Pugach ◽  
Ananya M. Matewos ◽  
Joyce Gomez-Najarro
Keyword(s):  
Teacher Education ◽  
Social Justice ◽  
Education Research ◽  
Instructional Strategies ◽  
Full Range ◽  
Multiple Identities ◽  
Reciprocal Relationship ◽  
Discursive Practices ◽  
Social Markers ◽  
Empirical Record

Although disability is assumed to be part of the teacher education social justice landscape, its position in the context of social justice is contested and has not been informed by an analysis of the empirical record. To address this gap, we examined 25 years of research on social justice in teacher education, focusing on how disability is presented in relationship to other social markers of identity. Disability is only modestly visible within this literature; when included, it is typically treated as an isolated marker of identity, absent considerations of intersectionality. Overcoming this marginalization of disability requires new, robust cross-faculty alliances in conceptualizing research on social justice in teacher education; adopting discursive practices that complicate disability in terms of its intersectional, reciprocal relationship with the full range of social markers of identity; and intersectionality-driven instruction connecting multiple identities and the multiple instructional strategies required to transform teacher education for social justice.

Evaluating the Effectiveness of a Multicultural Counseling Ethics and Assessment Training

1997 ◽  
Vol 28 (4) ◽  
pp. 15-19 ◽  
Author(s):  
Karen Byington ◽  
Jerry Fischer ◽  
Louisa Walker ◽  
Ellen Freedman
Keyword(s):  
Training Program ◽  
Multicultural Counseling ◽  
Multicultural Training ◽  
Rehabilitation Counselors ◽  
Multicultural Awareness ◽  
Knowledge And Skills ◽  
Brief Training ◽  
Post Test ◽  
High Internal Consistency ◽  
Moderate Relationship

The purpose of this study was to evaluate the effectiveness of a training program designed to enhance the multicultural competence of practicing rehabilitation counselors in the areas of ethical and assessment issues. To assess these areas, the Multicultural Counseling Ethics and Assessment Competency Scale (MCEACS) was developed as a part of the study. The MCEACS in its final form was a 17-item scale that demonstrated high internal consistency with a Cronbach's alpha of .92. Furthermore, it demonstrated a moderate relationship with the Multicultural Awareness, Knowledge, and Skills Survey (MAKSS) and was sensitive to counselor change as a pre- and post-test measure. Results of the evaluation of the multicultural training program indicated consistent positive changes from pre- to post-tests. It is evident that even a brief training can have a measurable effect on rehabilitation counselors' multicultural awareness, knowledge, and skills.

Social Identities in Contexts

2001 ◽  
Vol 29 (4) ◽  
pp. 471-486 ◽  
Author(s):  
Helen A. Neville ◽  
Michael Mobley
Keyword(s):  
Human Behavior ◽  
Multicultural Counseling ◽  
Counseling Psychology ◽  
Ecological Model ◽  
Multicultural Training ◽  
Social Identities ◽  
Contextual Model ◽  
Systemic Factors ◽  
Counseling Literature

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.

Can Computer Games Motivate and Sustain Learning?

2011 ◽  
pp. 280-298
Author(s):  
Mabel C.P.O. Okojie
Keyword(s):  
Instructional Strategies ◽  
Computer Games ◽  
Educational Games ◽  
Qualitative Interviews ◽  
Learning Theories ◽  
Critical Examination ◽  
Learning Tools ◽  
Separate Entity ◽  
Game Based Learning ◽  
Motivation For Learning

A critical examination of the use of computer games as motivation for learning is provided. The examination is addressed by reviewing evidence from the literature dealing with computer games as learning tools. Factors and difficulties associated with games as instructional strategies are discussed. Evidence from the literature indicates that current methods of applying computer games into instruction are not guided by pedagogical principles. It is recognized that the design of educational games be based on learning theories. The current practice of viewing educational games as separate entity from all other educative processes is detrimental to learning. Although, the results of scientific studies on game-based learning are inconclusive, nevertheless, the future of game-based learning is promising partly because games are generally engaging. The results of qualitative interviews reveal that the participants believe that computer games motivate them to have fun but not to learn. Thus, by implication may not sustain learning.

The Status of Multicultural Counseling Training at Counseling Center Internship Sites

1999 ◽  
Vol 27 (2) ◽  
pp. 58-74 ◽  
Author(s):  
Richard M. Lee ◽  
Linda Chalk ◽  
Susan E. Conner ◽  
Nancy Kawasaki ◽  
Anthony Jannetti ◽  
...  
Keyword(s):  
Multicultural Counseling ◽  
Counseling Center ◽  
Counseling Training ◽  
The Status

A Qualitative Investigation of Graduate-Student Changes Associated With Multicultural Counseling Courses

2007 ◽  
Vol 36 (6) ◽  
pp. 814-838 ◽  
Author(s):  
Cynthia C. Sammons ◽  
Suzette L. Speight
Keyword(s):  
White Students ◽  
Students Of Color ◽  
Multicultural Counseling ◽  
Chi Square ◽  
Web Based ◽  
Racial And Ethnic Differences ◽  
Counseling Training ◽  
Qualitative Survey ◽  
Personal Changes ◽  
And Behavior

The critical incidents technique was used to gather information from graduate students about the changes they experienced connected to their participation in multicultural counseling courses. Trainees were also asked what course elements were linked to their personal changes. Racial and ethnic differences in response frequencies were analyzed. A diverse sample of 124 trainees from a variety of graduate programs participated in this Web-based qualitative survey. Trainees reported changes in terms of increased knowledge, increased self-understanding, attitude, and behavior and attributed these changes to didactic, interactive, and reflective activities, the influence of the instructor, and the course as a whole. The identified themes are illustrated through the use of the trainees' own words. Chi-square analyses found no differences between students of color and White students in types of changes reported or elements reported as catalysts for changes. The implications of these findings for the future of multicultural counseling training are discussed.

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