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.

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.

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.

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.

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.

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