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Pugh E, Robinson A, Montgomery V, Calamia M. Trainee perceptions of multicultural climate and supervision in neuropsychology. J Clin Exp Neuropsychol 2022; 44:386-397. [PMID: 35906733 DOI: 10.1080/13803395.2022.2107185] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
INTRODUCTION Mentor relationships are important in developing and supporting professional self-efficacy among psychology trainees. Additionally, the rapid diversification of the United States calls for the preparation of clinical neuropsychology trainees to work within a multicultural context. The present study aimed to assess neuropsychology trainees' perceptions of multicultural climate and supervision and if these perceptions differ based on trainee demographics. We also sought to identify aversive experiences of trainees, program strengths or weaknesses, and how programs support trainees. METHOD Participants were 310 neuropsychology trainees (Mean age = 30.27, SD = 5.67) from clinical psychology graduate (n = 136), pre-doctoral internship (n = 38), and post-doctoral (n = 71) programs across the United States and Canada who completed a survey assessing perceptions to multicultural climate and supervision. 64.5% self-identified as women, 60.3% as heterosexual, and 46.1% as non-Hispanic White. 34.5% of trainees reported at least one American Disabilities Act (ADA) recognized disability. RESULTS Though satisfied with general supervision, trainees reported overall dissatisfaction with multicultural supervision. Satisfaction with multicultural supervision did not differ by demographics. Trainees also reported various aversive experiences with supervisors, clients, and research participants that negatively impacted their training. These experiences were at times due to an aspect of the trainee's multicultural identity, with Black and Hispanic trainees being more likely to report an aversive experience. Trainees reported ways in which they felt unsupported by their programs. CONCLUSIONS Important areas of growth for programs are discussed. Issues raised by neuropsychology trainees overlap to some degree with the experiences of trainees in other fields. Recommendations of approaches that have been successfully adopted in other fields to improve trainee satisfaction are provided. Early identification of needs that go above and beyond clinical training will allow programs to respond promptly, improve trainee satisfaction, and potentially improve the retention of trainees from diverse backgrounds.
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Affiliation(s)
- Erika Pugh
- Department of Psychology, Louisiana State University, Baton Rouge, LA, USA
| | - Anthony Robinson
- Department of Psychology, Louisiana State University, Baton Rouge, LA, USA
| | - Valencia Montgomery
- Riverview Health Physicians Neuropsychology, Riverview Health, Noblesville, IN, USA.,Society for Black Neuropsychology, Weehawken, NJ
| | - Matthew Calamia
- Department of Psychology, Louisiana State University, Baton Rouge, LA, USA
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Malone CM, Ishmail KZ. A snapshot of multicultural training in school psychology. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22392] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Celeste M. Malone
- Department of Human Development and Psychoeducational StudiesHoward University Washington DC
| | - Kareem Z. Ishmail
- Department of Human Development and Psychoeducational StudiesHoward University Washington DC
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Langrehr KJ, Green CE, Lantz M. The Implications of Doctoral Students’ Professional Socialization Experiences in Graduate Training. COUNSELING PSYCHOLOGIST 2018. [DOI: 10.1177/0011000017748588] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Using survey data from 278 counseling psychology doctoral students, we explored the concept of professional socialization in graduate training and investigated the degree to which a combination of student training factors accounted for (a) greater professional involvement in the Society of Counseling Psychology, (b) endorsement of counseling psychology values, and (c) affiliation with the Society. Results revealed that training programs fostered students’ professional connection to the field by providing faculty models, emphasizing counseling psychology identity, and encouraging student involvement in the Society. Together, these three professional socialization variables accounted for students’ professional activity, counseling psychology values, and Society membership status above and beyond years of enrollment, degree at admission, and membership status in other professional organizations. Implications regarding the influence of early professional socialization in graduate training within the context of establishing a long-term professional pipeline for the Society are discussed.
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Abstract
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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Wajman JR, Bertolucci PHF, Mansur LL, Gauthier S. Culture as a variable in neuroscience and clinical neuropsychology: A comprehensive review. Dement Neuropsychol 2015; 9:203-218. [PMID: 29213964 PMCID: PMC5619361 DOI: 10.1590/1980-57642015dn93000002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2015] [Accepted: 05/15/2015] [Indexed: 11/22/2022] Open
Abstract
Culture is a dynamic system of bidirectional influences among individuals and their environment, including psychological and biological processes, which facilitate adaptation and social interaction. One of the main challenges in clinical neuropsychology involves cognitive, behavioral and functional assessment of people with different sociocultural backgrounds. In this review essay, examining culture from a historical perspective to ethical issues in cross-cultural research, including the latest significant and publications, the authors sought to explore the main features related to cultural variables in neuropsychological practice and to debate the challenges found regarding the operational methods currently in use. Literature findings suggest a more comprehensive approach in cognitive and behavioral neuroscience, including an interface between elementary disciplines and applied neuropsychology. Thus, as a basis for discussion on this issue, the authors analyzed key-topics related to the study of new trends in sociocultural neuroscience and the application of their concepts from a clinical perspective.
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Affiliation(s)
- José Roberto Wajman
- Translational Neuroimaging Laboratory, McGill Centre for
Studies in Aging, Douglas Research Institute, McGill University, Montreal, QC,
Canada
- Behavioural Neurology Sector, Department of Neurology and
Neurosurgery, Federal University of São Paulo, São Paulo SP,
Brazil
- Behavioral and Cognitive Neurology Unit, Department of
Neurology, Hospital das Clínicas, University of São Paulo, São
Paulo SP, Brazil
| | | | - Letícia Lessa Mansur
- Behavioral and Cognitive Neurology Unit, Department of
Neurology, Hospital das Clínicas, University of São Paulo, São
Paulo SP, Brazil
- Department of Physiotherapy, Speech Pathology and
Occupational Therapy. Medical School, University of São Paulo, São
Paulo SP, Brazil
| | - Serge Gauthier
- Translational Neuroimaging Laboratory, McGill Centre for
Studies in Aging, Douglas Research Institute, McGill University, Montreal, QC,
Canada
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Hurley EJ, Gerstein LH, Ægisdóttir S. Examining Internationalization in U.S. Counseling Psychology Training Programs. COUNSELING PSYCHOLOGIST 2012. [DOI: 10.1177/0011000012436432] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The purpose of this study was to gather more information about the process of internationalization in U.S. counseling psychology programs. Participants included 26 training directors and 83 doctoral students, representing 32 of the 63 APA-accredited counseling psychology programs. Results suggested that the presence of international training opportunities did not increase from 2007 to 2010, with the exception that internationalism was increasingly being incorporated into the definition of multiculturalism. Results also suggested that in several areas, training directors and doctoral students differed in their knowledge of whether international training opportunities were present in their programs, and the degree to which they believed such opportunities were integrated. Finally, results suggested that respondents’ attitudes were generally favorable toward internationalization. The implications for counseling psychology training programs as well as recommendations for improving internationalization efforts are discussed.
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Lee RM, Chalk L, Conner SE, Kawasaki N, Jannetti A, LaRue T, Rodolfa E. The Status of Multicultural Counseling Training at Counseling Center Internship Sites. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.1999.tb00215.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Priester PE, Jones JE, Jackson-Bailey CM, Jana-Masri A, Jordan EX, Metz AJ. An Analysis of Content and Instructional Strategies in Multicultural Counseling Courses. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2008.tb00067.x] [Citation(s) in RCA: 87] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Constantine MG, Gloria AM. Multicultural Issues in Predoctoral Internship Programs: A National Survey. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.1999.tb00211.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Vinson TS, Neimeyer GJ. The Relationship Between Racial Identity Development and Multicultural Counseling Competency. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2000.tb00344.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
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Manese JE, Wu JT, Nepomuceno CA. The Effect of Training on Multicultural Counseling Competencies: An Exploratory Study Over a Ten-Year Period. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2001.tb00501.x] [Citation(s) in RCA: 34] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
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Díaz-Lázaro CM, Cohen BB. Cross-Cultural Contact in Counseling Training. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2001.tb00502.x] [Citation(s) in RCA: 40] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Cates JT, Schaefle SE, Smaby MH, Maddux CD, Beauf I. Comparing Multicultural With General Counseling Knowledge and Skill Competency for Students Who Completed Counselor Training. JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT 2011. [DOI: 10.1002/j.2161-1912.2007.tb00047.x] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Miville ML, Changming Duan, Nutt RL, Waehler CA, Suzuki L, Pistole MC, Arredondo P, Duffy M, Mejia BX, Corpus M. Integrating Practice Guidelines Into Professional Training. COUNSELING PSYCHOLOGIST 2008. [DOI: 10.1177/0011000008323651] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The authors present the findings of a special task group (STG) organized to explore effective training strategies for the practice guidelines focused on diverse populations. They provide a brief literature review and summarize survey data from academic training directors regarding current use of practice guidelines. The authors then describe the Integrative Training Model (ITM), developed by the STG, as a framework for students and professionals to incorporate the complex array of information contained in each set of guidelines. Unique challenges associated with incorporating the ITM are described, as well as pedagogical considerations for both students and current professionals. The authors believe the ITM may help students and professionals increase their diversity competence by developing a more holistic understanding of the various dimensions and social group experiences that affect their clients and themselves.
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Affiliation(s)
- Marie L. Miville
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Changming Duan
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Roberta L. Nutt
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Charles A. Waehler
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Lisa Suzuki
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - M. Carole Pistole
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Patricia Arredondo
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Michael Duffy
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Brenda X. Mejia
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
| | - Melissa Corpus
- Special Task Group of the American Psychological Association Division 17 and the Council of Counseling Psychology Training Programs
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Abstract
Clinical neuropsychologists who assess patients from diverse cultural and linguistic backgrounds face unique ethical challenges. In this article, we address 4 critical questions relevant to ethics of cross-cultural neuropsychology: (a) Should culture or race be considered in neuropsychological testing? (b) Should race- and ethnicity-specific normative data be used in the clinical neuropsychological evaluation? (c) Who is competent to design and translate tests for ethnic minority groups and non-English speakers and who is competent to administer and interpret them? and (d) Are neuropsychology training programs adequately preparing clinicians to be competent in the assessment of cross-cultural groups? The overall aims of the article are to highlight the complexity of these clinical and ethical issues, to provide comprehensive and balanced information to help guide clinician choices, and to stimulate future research in this area.
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Affiliation(s)
- Adam M Brickman
- Cognitive Neuroscience Division, Taub Institute for Research on Alzheimer's Disease and the Aging Brain, Columbia University Medical Center, New York, New York 10032, USA
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Fouad NA. Multicultural guidelines: Implementation in an urban counseling psychology program. ACTA ACUST UNITED AC 2006. [DOI: 10.1037/0735-7028.37.1.6] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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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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Inman AG, Meza MM, Brown AL, Hargrove RK. Student-faculty perceptions of multicultural training in accredited marriage and family therapy programs in relation to students' self-reported competence. JOURNAL OF MARITAL AND FAMILY THERAPY 2004; 30:373-388. [PMID: 15293654 DOI: 10.1111/j.1752-0606.2004.tb01247.x] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/24/2023]
Abstract
Although the marriage and family therapy field's recent attention to multicultural issues is laudable, there appears to be little clarity on what constitutes an effective multicultural training program and the impact of the effects of such training on trainee multicultural competence. The field continues to be challenged at different levels-training, practice, research, the setting of the standards and the work of the Commission on Accreditation for Marriage and Family Therapy Education, and the goals and strategic plan of the American Association for Marriage and Family Therapy Board. This study focused on assessing the extent of multicultural integration at different levels of training and the relationship between such training and students' perception of their own multicultural competence.
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Affiliation(s)
- Arpana G Inman
- Department of Education and Human Services, Lehigh University, Bethlehem, Pennsylvania 18015, USA.
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Liu WM, Sheu HB, Williams K. Multicultural Competency in Research: Examining the Relationships Among Multicultural Competencies, Research Training and Self-Efficacy, and the Multicultural Environment. ACTA ACUST UNITED AC 2004; 10:324-39. [PMID: 15554796 DOI: 10.1037/1099-9809.10.4.324] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Research on multicultural competencies has mainly focused on the practice dimension of psychology training and practice. Little theoretical or empirical research has examined multicultural research training and self-efficacy. In this study, 119 psychology graduate students filled out a Web survey focusing on the research training environment, research self-efficacy, multicultural competency, the multicultural environment, and social desirability. Results showed that multicultural competency, research training, and the multicultural environment were related to multicultural research self-efficacy. Hierarchical regressions showed that multicultural competency predicted students' research anxiety; social desirability predicted multicultural research utility, multicultural competency, and the research training environment; and multicultural competency predicted students' confidence in research and perceptions that their graduate training programs were multicultural. Implications are discussed.
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Affiliation(s)
- William Ming Liu
- Psychological and Quantitative Foundations, University of Iowa, Iowa City, IA 52242, USA.
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Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. AMERICAN PSYCHOLOGIST 2003; 58:377-402. [PMID: 12971086 DOI: 10.1037/0003-066x.58.5.377] [Citation(s) in RCA: 462] [Impact Index Per Article: 22.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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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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Bidell MP, Turner JA, Casas JM. First impressions count: Ethnic/racial and lesbian/gay/bisexual content of professional psychology application materials. ACTA ACUST UNITED AC 2002. [DOI: 10.1037/0735-7028.33.1.97] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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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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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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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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