51
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Stadler HA, Suh S, Cobia DC, Middleton RA, Carney JS. Reimagining Counselor Education with Diversity as a Core Value. COUNSELOR EDUCATION AND SUPERVISION 2011. [DOI: 10.1002/j.1556-6978.2006.tb00142.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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52
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NELSON MARYLEE, NEUFELDT SUSANALLSTETTER. The Pedagogy of Counseling: A Critical Examination. COUNSELOR EDUCATION AND SUPERVISION 2011. [DOI: 10.1002/j.1556-6978.1998.tb00560.x] [Citation(s) in RCA: 64] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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53
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Tromski D, Doston G. Interactive Drama: A Method for Experiential Multicultural Training. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2003.tb00531.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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54
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TORRES SANTOS, OTTENS ALLENJ, JOHNSON IRENEH. The Multicultural Infusion Process: A Research-Based Approach. COUNSELOR EDUCATION AND SUPERVISION 2011. [DOI: 10.1002/j.1556-6978.1997.tb00526.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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55
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Coleman MN. Critical Incidents in Multicultural Training: An Examination of Student Experiences. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2006.tb00036.x] [Citation(s) in RCA: 36] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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56
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Dickson GL, Jepsen DA. Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives. COUNSELOR EDUCATION AND SUPERVISION 2011. [DOI: 10.1002/j.1556-6978.2007.tb00040.x] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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57
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Spangenberg JJ. The Cross-Cultural Relevance of Person-Centered Counseling in Postapartheid South Africa. JOURNAL OF COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.1556-6678.2003.tb00224.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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58
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Fukuyama MA, Reid AD. The Politics and Poetry of Multiculturalism. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.1996.tb00291.x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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59
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Exploring the Relationships Among Multicultural Training Experiences and Attitudes Toward Diversity Among Counseling Students. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2008.tb00075.x] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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60
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61
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Kerl SB. Using Narrative Approaches to Teach Multicultural Counseling. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2002.tb00485.x] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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62
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Tyler JM, Guth LJ. Using Media to Create Experiential Learning in Multicultural and Diversity Issues. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.1999.tb00221.x] [Citation(s) in RCA: 30] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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63
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Constantine MG, Ladany N, Inman AG, Ponterotto JG. Students' Perceptions of Multicultural Training in Counseling Psychology Programs. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.1996.tb00306.x] [Citation(s) in RCA: 33] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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64
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A Study of Multicultural Counseling Training at CACREP-Accredited Counselor Education Programs. COUNSELOR EDUCATION AND SUPERVISION 2011. [DOI: 10.1002/j.1556-6978.1996.tb00236.x] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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65
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Silvestri TJ, Richardson TQ. White Racial Identity Statuses and NEO Personality Constructs: An Exploratory Analysis. JOURNAL OF COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.1556-6676.2001.tb01945.x] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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66
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McNeill BW, Horn KL, Perez JA. The Training and Supervisory Needs of Racial and Ethnic Minority Students. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.1995.tb00280.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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67
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Estrada AU, Durlak JA, Juarez SC. Developing Multicultural Counseling Competencies in Undergraduate Students. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2002.tb00483.x] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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68
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Abstract
For more than four decades, the microskills approach has been the dominant paradigm for training entry-level counseling students. At its inception, the model met a critical need: instruction in discrete counseling behaviors, which at the time was conspicuously missing from training curricula. Although these behaviors have become essential components of training in counseling psychology and other mental health specialties, the authors’ reexamination of the literature leads them to question the overall adequacy of the model. After reviewing prominent textbooks in the field and evaluating the research on microskills training, the authors identify five serious limitations of the model. While respecting and retaining the positive features of the microskills approach, its limitations bespeak the need to develop training paradigms that embrace a broader model of counselor competence.
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69
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Tomlinson-Clarke S. Assessing outcomes in a multicultural training course: A qualitative study. COUNSELLING PSYCHOLOGY QUARTERLY 2010. [DOI: 10.1080/713658487] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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70
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Buckley TR, Foldy EG. A Pedagogical Model for Increasing Race-Related Multicultural Counseling Competency 1ψ7. COUNSELING PSYCHOLOGIST 2010. [DOI: 10.1177/0011000009360917] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
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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71
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Lewis A, Bethea J, Hurley J. Integrating cultural competency in rehabilitation curricula in the new millennium: keeping it simple. Disabil Rehabil 2009; 31:1161-9. [PMID: 19479543 DOI: 10.1080/09638280902773760] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Pre-service rehabilitation education programmes in the United States still prepare future professionals in cultural competency primarily through one required course in multicultural counselling, though there is an expectation that such content will be woven into all graduate rehabilitation coursework. These authors believe that there is still a need in these dawning years of the 21st century to offer more guidance to rehabilitation educators on how to integrate cultural competency into each course at the graduate level. This discussion reviews the literature to date on cultural competency within rehabilitation education in the United States, then concludes by proposing a four-strategy framework for use by rehabilitation educators that is simple, comprehensive, multi-dimensional (i.e., it addresses faculty awareness, student coursework, the student clinical experience and lifelong learning for the student after exiting the pre-service educational programme), and that offers clear guiding parameters without being overly prescriptive.
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Affiliation(s)
- Allen Lewis
- Department of Rehabilitation Counselling, Virginia Commonwealth University, P.O. Box 980330, Richmond, VA 23298-0330, USA.
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72
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Horton-Ikard R, Munoz ML, Thomas-Tate S, Keller-Bell Y. Establishing a pedagogical framework for the multicultural course in communication sciences and disorders. AMERICAN JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2009; 18:192-206. [PMID: 19106206 DOI: 10.1044/1058-0360(2008/07-0086)] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/27/2023]
Abstract
PURPOSE To provide an overview of a model for teaching a foundational course in multicultural (MC) issues and to demonstrate how it can be modified for use in communication sciences and disorders (CSD) by integrating 3 primary dimensions of cultural competence: awareness, knowledge, and skills. METHOD This tutorial begins by establishing the need for a basic foundational course in MC issues for CSD. Next, the authors describe a framework for MC instruction developed in the field of clinical counseling. Finally, the framework is modified and applied to the implementation of an MC course in CSD. CONCLUSION The MC course in CSD can provide a useful foundation for facilitating the cultural competence of students in university training programs that have infused MC material across the American Speech-Language-Hearing Association's 9 content areas.
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Affiliation(s)
- RaMonda Horton-Ikard
- Department of Communication Disorders, 407 Regional Rehabilitation Center, Florida State University, Tallahassee, FL 32303, USA.
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73
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Abstract
Cultural competency practices have been widely adopted in the mental health field because of the disparities in the quality of services delivered to ethnic minority groups. In this review, we examine the meaning of cultural competency, positions that have been taken in favor of and against it, and the guidelines for its practice in the mental health field. Empirical research that tests the benefits of cultural competency is discussed.
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Affiliation(s)
- Stanley Sue
- Department of Psychology, University of California, Davis, California 95616
| | - Nolan Zane
- Department of Psychology, University of California, Davis, California 95616
| | | | - Lauren K. Berger
- Department of Psychology, University of California, Davis, California 95616
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74
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Abstract
Early definitions of cultural diversity focused primarily on race/ethnicity, with subsequent inclusion of age, gender, sexual orientation, class, religion, geography, and a combination of positionalities. More recently, social justice has resurfaced as a component of cultural diversity to explain experiences of people of color, women, and marginalized groups. This article examines the movement to include cultural diversity and social justice in rehabilitation education, and offers a model for curriculum development in light of the new CORE standards.
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75
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STEBNICKI MARKA. Empathy Fatigue: Healing the Mind, Body, and Spirit of Professional Counselors. AMERICAN JOURNAL OF PSYCHIATRIC REHABILITATION 2007. [DOI: 10.1080/15487760701680570] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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76
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Reducing REBT’s “Wince Factor:” an insider’s perspective. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2006. [DOI: 10.1007/s10942-006-0044-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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77
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Issari P. Valuing Diversity in the Schools: Learning from Multicultural Counseling for Teachers in the Greek Educational Setting. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2006. [DOI: 10.1007/s10447-005-9004-z] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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78
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Rogers MR. Exemplary multicultural training in school psychology programs. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2006; 12:115-33. [PMID: 16594859 DOI: 10.1037/1099-9809.12.1.115] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/08/2023]
Abstract
This study examined the characteristics of school psychology programs noted for training students from a multicultural perspective. The program characteristics and training environment at 17 programs were studied through semistructured interviews with faculty and students, and reviews of prospective student application materials for multicultural content. Findings suggest that students at all programs were exposed to minority clients during applied fieldwork, 94% of the programs required a diversity issues course, 59% of the programs specialized in training with specific minority group populations, 31% of the students and 25% of the faculty represented a racial-ethnic minority group member, and 24% of the faculty were bilingual. Most programs used multiple multicultural curriculum models and employed a wide variety of recruitment and retention strategies specifically aimed at minority students. Faculty and students characterized their overall university training environment as supportive of programmatic initiatives regarding diversity issues, yet several reported uneven experiences with implementation.
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Affiliation(s)
- Margaret R Rogers
- Psychology Department, University of Rhode Island, Kingston, RI 02881, USA.
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79
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Smith TB, Constantine MG, Dunn TW, Dinehart JM, Montoya JA. Multicultural Education in the Mental Health Professions: A Meta-Analytic Review. J Couns Psychol 2006. [DOI: 10.1037/0022-0167.53.1.132] [Citation(s) in RCA: 118] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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80
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Burkard AW, Knox S, Groen M, Perez M, Hess SA. European American therapist self-disclosure in cross-cultural counseling. J Couns Psychol 2006. [DOI: 10.1037/0022-0167.53.1.15] [Citation(s) in RCA: 35] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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81
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Pitner RO, Sakamoto I. The role of critical consciousness in multicultural practice: examining how its strength becomes its limitation. THE AMERICAN JOURNAL OF ORTHOPSYCHIATRY 2005; 75:684-94. [PMID: 16262524 DOI: 10.1037/0002-9432.75.4.684] [Citation(s) in RCA: 61] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Given the strengths of developing critical consciousness in multicultural practice, why do roadblocks persist? This article examines how the strengths of developing critical consciousness in multicultural practice can paradoxically become its limitation. Literatures from counseling psychology, clinical psychology, social psychology, social work, feminist theory, and critical theory are integrated in a discussion of the various components and strengths involved in working toward critical consciousness. This literature is then used to discuss some of the cognitive and affective limitations to achieving critical consciousness. Implications for practice are discussed.
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Affiliation(s)
- Ronald O Pitner
- George Warren Brown School of Social Work, Washington University in St. Louis, St. Louis, MO 63130, USA.
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82
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Ribeiro MD. Fostering Multicultural and Identity Development in Adult Learners Through Study Tours. ADULTSPAN JOURNAL 2005. [DOI: 10.1002/j.2161-0029.2005.tb00123.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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83
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Stanhope V, Solomon P, Pernell-Arnold A, Sands RG, Bourjolly JN. Evaluating cultural competence among behavioral health professionals. Psychiatr Rehabil J 2005; 28:225-33. [PMID: 15690735 DOI: 10.2975/28.2005.225.233] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Persistent racial and ethnic disparities in access and utilization of behavioral health services have highlighted the need for cultural competence among providers. In response, many agencies are now implementing education and training programs to ensure that behavioral health professionals improve their skills when serving diverse ethnic, racial, and cultural populations. The evaluation of these trainings is vital to ensure that they both improve the cultural competence of providers and promote recovery among persons with severe mental illnesses. This paper discusses the philosophical and practical issues related to measuring cultural competence, based on the evaluation of statewide cultural competence trainings for behavioral health professionals. The evaluation process illustrates the challenges of operationalizing cultural competence, balancing the needs of program implementers and evaluators, and developing a robust and feasible evaluation design, which assesses outcomes both for persons in recovery and providers.
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Affiliation(s)
- Victoria Stanhope
- School of Social Work, University of Pennsylvania, 3701 Locust Walk, Philadelphia, PA 19104-6214, USA.
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84
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Constantine MG, Melincoff DS, Barakett MD, Torino GC, Warren AK. Experiences and perceptions of multicultural counselling scholars: a qualitative examination. COUNSELLING PSYCHOLOGY QUARTERLY 2004. [DOI: 10.1080/09515070412331331228] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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85
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Wang VO. Multicultural genetic counseling: then, now, and in the 21st century. AMERICAN JOURNAL OF MEDICAL GENETICS 2002; 106:208-15. [PMID: 11778981 DOI: 10.1002/ajmg.10009] [Citation(s) in RCA: 28] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
Abstract
Scholars, educators, and practitioners have argued that racial-cultural issues are obstacles for those seeking genetic counseling. When available, cross-cultural genetic counseling has focused on simplistic knowledge of client health beliefs and cultural customs, professional cultures, and biased theoretical models as reasons for failure to create realistic knowledge of members of racial-cultural groups in the United States. Recognizing the importance of meeting the needs for all who seek genetic counseling services, genetic counselors have been providing direction in cross-cultural genetic counseling research, practice, training, and developing competency, ethical, and professional guidelines. However, emanating from a cultural pluralism perspective, cross-cultural genetic counseling has often resulted in homogenized group stereotypes without attention to intragroup variation and individual differences. A transition from cross-cultural towards multicultural genetics shifts from culture-specific group norms to an integrated social, historical, psychological, and political perspective. By valuing the process of personal and professional racial-cultural identity development, the evolution from cross-cultural to multicultural genetic counseling that has occurred within the past quarter century is discussed.
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Affiliation(s)
- V O Wang
- Division of Psychology in Education, College of Education, Arizona State University, Tempe 85287-0611, USA.
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86
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87
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Constantine MG. Predictors of satisfaction with counseling: Racial and ethnic minority clients' attitudes toward counseling and ratings of their counselors' general and multicultural counseling competence. J Couns Psychol 2002. [DOI: 10.1037/0022-0167.49.2.255] [Citation(s) in RCA: 93] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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88
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Ducker DG, Tori CD. The reliability and validity of a multicultural assessment instrument developed for a graduate program in psychology. PROFESSIONAL PSYCHOLOGY-RESEARCH AND PRACTICE 2001. [DOI: 10.1037/0735-7028.32.4.425] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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89
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Culturally educated questioning: Toward a skills-based approach in multicultural counselor training. ACTA ACUST UNITED AC 2000. [DOI: 10.1016/s0962-1849(00)80008-6] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022]
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90
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Pope-Davis DB, Liu WM, Nevitt J, Toporek RL. The development and initial validation of the Multicultural Environmental Inventory: a preliminary investigation. CULTURAL DIVERSITY & ETHNIC MINORITY PSYCHOLOGY 2000; 6:57-64. [PMID: 10975167 DOI: 10.1037/1099-9809.6.1.57] [Citation(s) in RCA: 62] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
This article describes the development and initial validation of the Multicultural Environmental Inventory (MEI). The MEI is an instrument designed to measure an individual's perceptions about the degree to which graduate counseling programs address multicultural issues within curriculum, supervision, climate, and research. This investigation was conducted using the data from 208 students and faculty from counseling psychology graduate programs across the United States approved by the American Psychological Association. By using techniques of exploratory factor analysis, a 4-factor solution was determined to account for the relationships among the items on the MEI. The instrument was modified from 53 to 27 items on the basis of the items' effectiveness in measuring the underlying constructs of interest, and internal consistency information is provided on the final revised instrument (MEI-R). The factors underlying the MEI-R are discussed within the context of a multicultural environment in graduate counseling programs, and directions for future research are considered.
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Affiliation(s)
- D B Pope-Davis
- Counseling Psychology Program, University of Maryland College Park 20742, USA.
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91
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Constantine MG, Ladany N. Self-report multicultural counseling competence scales: Their relation to social desirability attitudes and multicultural case conceptualization ability. J Couns Psychol 2000. [DOI: 10.1037/0022-0167.47.2.155] [Citation(s) in RCA: 126] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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92
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93
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HEPPNER PPAUL, ROONEY SCRAIG, FLORES LISAY, TARRANT JEFFREYM, HOWARD JACQUELINEK, MULHOLLAND AMYM, THYE RUSSELL, TURNER SHERRIL, HANSON KATHERINEM, LILLY RODERICKL. Salient Effects of Practice Poster Sessions on Counselor Development: Implications for Research Training and Professional Identification. COUNSELOR EDUCATION AND SUPERVISION 1999. [DOI: 10.1002/j.1556-6978.1999.tb00571.x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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94
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Imouokhome Obayan AO. Client/family interface in counselling: Challenges for counsellor acceptability and performance in Nigeria. COUNSELLING PSYCHOLOGY QUARTERLY 1998. [DOI: 10.1080/09515079808254045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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95
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Chandras KV. Introduction to the Special Section: Training Multiculturally Competent Counselors to Work With Asian Americans. COUNSELOR EDUCATION AND SUPERVISION 1997. [DOI: 10.1002/j.1556-6978.1997.tb00527.x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022]
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96
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Echemendia RJ, Harris JG, Congett SM, Diaz ML, Puente AE. Neuropsychological training and practices with hispanics: A national survey. Clin Neuropsychol 1997. [DOI: 10.1080/13854049708400451] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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97
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98
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Weinrach SG. Reducing REBT's “wince factor:” an insider's perspective. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 1996. [DOI: 10.1007/bf02238094] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
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