DOCUMENT RESUME ED 428 301 CG 029 111 AUTHOR Holcomb-McCoy, Cheryl C. TITLE Multicultural Counseling Training: A Preliminary Study. PUB DATE 1999-00-00 NOTE 42p.; Appendix contains small type. PUB TYPE Reports Research (143) Tests/Questionnaires (160) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Counseling; Counselor Training; Counselors; *Cross Cultural Training; Cultural Interrelationships; *Cultural Pluralism; Graduate Surveys; Graduates; Higher Education; Multicultural Education ABSTRACT Given the increasingly diverse makeup of the United States, the probability is high that counselors in all settings will work with clients of differing cultural backgrounds. Accrediting associations, including the Council for the Accreditation of Counseling and Related Educational Programs (CACREP), have recently included cultural and/or diversity content in their training standards. The primary purpose of this preliminary study was to assess recent graduates' perceptions of their multicultural counseling training in their respective entry-level counseling programs. Professional counselors (N=59) were surveyed to assess their perceptions of the multicultural training. A majority of the professional counselors reported that their entry-level counseling programs required and offered multicultural counseling courses. At the same time, however, the respondents reported that many core curriculum courses were not infused with multicultural content. Responses from graduates of CACREP accredited programs did not differ from those of non-CACREP programs. The results revealed that ethnic minority faculty and students are still underrepresented in counseling programs, which raises concerns that students are not receiving adequate training for multicultural counseling. An appendix presents the survey administered. (Contains 5 tables and 32 references.) (EMK) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ********************************************************************************
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DOCUMENT RESUME
ED 428 301 CG 029 111
AUTHOR Holcomb-McCoy, Cheryl C.TITLE Multicultural Counseling Training: A Preliminary Study.PUB DATE 1999-00-00NOTE 42p.; Appendix contains small type.PUB TYPE Reports Research (143) Tests/Questionnaires (160)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Counseling; Counselor Training; Counselors; *Cross Cultural
Training; Cultural Interrelationships; *Cultural Pluralism;Graduate Surveys; Graduates; Higher Education; MulticulturalEducation
ABSTRACTGiven the increasingly diverse makeup of the United States,
the probability is high that counselors in all settings will work withclients of differing cultural backgrounds. Accrediting associations,including the Council for the Accreditation of Counseling and RelatedEducational Programs (CACREP), have recently included cultural and/ordiversity content in their training standards. The primary purpose of thispreliminary study was to assess recent graduates' perceptions of theirmulticultural counseling training in their respective entry-level counselingprograms. Professional counselors (N=59) were surveyed to assess theirperceptions of the multicultural training. A majority of the professionalcounselors reported that their entry-level counseling programs required andoffered multicultural counseling courses. At the same time, however, therespondents reported that many core curriculum courses were not infused withmulticultural content. Responses from graduates of CACREP accredited programsdid not differ from those of non-CACREP programs. The results revealed thatethnic minority faculty and students are still underrepresented in counselingprograms, which raises concerns that students are not receiving adequatetraining for multicultural counseling. An appendix presents the surveyadministered. (Contains 5 tables and 32 references.) (EMK)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
Multicultural Counseling Training: A Preliminary Study
Cheryl C. Holcomb-McCoy
University of Maryland at College Park
Address all correspondence concerning this manuscript to:Cheryl C. Holcomb-McCoy, Ph.D.Assistant ProfessorDepartment of Counseling and Personnel Services3214 Benjamin BuildingUniversity of MarylandCollege Park, MID 20742
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement
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Multicultural Counseling Training 2
Abstract
A survey was used to assess 59 professional counselors' perceptions of
multicultural training in their entry-level programs. A majority of the
professional counselors reported that their entry-level counseling programs
required and offered multicultural counseling courses. At the same time, however,
the respondents reported that many core curriculum courses were not infused
with multicultural content. The results revealed that ethnic minority faculty and
students are still underrepresented in counseling programs.
Multicultural Counseling Training 3
Multicultural Counseling Training: A Preliminary Study
Given the increasingly diverse make-up of the United States, the
probability is high that counselors in all settings will work with clients of differing
cultural backgrounds (Sue, 1998). For this reason, counselor educators have
steadily developed courses and other training approaches designed to address the
relevance of culture in the counseling process (e.g., D'Andrea & Daniels, 1991;
Lewis & Hayes, 1991; Ridley, 1995) In fact, Hollis and Wantz (1990) indicated
that multicultural counseling courses were the most frequently added new courses
in counselor preparation programs. This movement to recognize multiculturalism
as a critical element in counselor preparation has even been cited as the "fourth
force in counseling" (Pederson 1990, p. 93).
Given the increased attention to multiculturalism in counseling, several
accrediting organizations have included cultural and/or diversity content into their
standards of preparation or accrediting criteria. The Council for the Accreditation
of Counseling and Related Educational Programs (CACREP), the accreditation
body for both master's and doctoral level counselor education programs, recently
incorporated multiculturalism into their training standards (CACREP, 1994). The
standards for master's level programs include five sections: The Institution,
Program Objectives and Curriculum, Clinical Instruction, Faculty and Staff,
Organization and Administration, and Evaluations in the Program. The Program
Objectives and Curriculum section consists of eight core curriculum areas in which
all students are expected to have curricular experiences and demonstrated
knowledge. The eight core areas of study are as follows: (a) Human Growth and
Multicultural Counseling Training 4
Development, (b) Social and Cultural Foundations, (c) Helping Relationships, (d)
Group Dynamics, (e) Lifestyle and Career Development, (f) Appraisal, (g)
Research and Evaluation, and (h) Professional Development.
In the 1994 CACREP standards, curricular experiences in multicultural
counseling are specifically incorporated into the Social and Cultural Foundations
core area. This knowledge area includes studies that provide an understanding of
the following issues:
a. multicultural and pluralistic trends including characteristics and
concerns of diverse groups;
b. attitudes and behavior based on such factors as age, race, religious
preference, physical disability, sexual orientation, ethnicity and
culture, family patterns, gender, socioeconomic status, and
intellectual ability;
c. individual, family, and group strategies with diverse
populations; and
d. ethical considerations (CACREP, 1994, p. 50)
Multicultural perspectives are also included in three other core areas of the
standards: Helping Relationships, Lifestyle and Career Development, and
Appraisal. The Helping Relationship core area stresses studies that include
"counselor or consultee characteristics and behaviors that influence helping
processes including age, gender and ethnic differences..." (p. 50). The Career and
Lifestyle Development area encourages studies that provide an understanding of
"interrelationships among work, family, and other life roles and factors including
multicultural and gender issues as related to career development" (p. 51). And
Multicultural Counseling Training 5
finally, the Appraisal area includes studies that focus on "age, gender, ethnicity,
language, disability, and culture factors related to the assessment and evaluation of
individuals and groups" (p. 51).
Other important aspects of the 1994 CACREP standards that mention
cultural issues are the Clinical Instruction, Faculty and Staff, and Organization and
Administration sections. The section concerning clinical instruction requires
accredited programs to provide students with clinical experiences with clients
representative of the ethnic, lifestyle, and demographic diversity of their
community. The Faculty and Staff section requires that programs make an effort
to recruit and retain program faculty members that are representative of the
diverse cultures in the community. In addition, the 1994 standards call for
program faculty to develop a "policy to recruit students representing a
multicultural and diverse society" (p. 59).
Despite the emphasis placed on multiculturalism in accreditation
standards, there has been limited research related to the state of multicultural
counseling training in entry-level counseling programs. Numerous studies have
examined multicultural training in APA-accredited counseling psychology
Frequencies of How Many Multicultural Courses Taken by Graduates of Counseling Prorams
Program Number of Courses Taken
0 1 2 3 4 5+
CACREP 10(29%) 22(63%) 2(6%) 0(0) 0(0) 1(2%)
Non-CACREP 9(37%) 15(63%) 0(0) 0(0) 0(0) 0(0)
Total 19(32%) 37(63%) 2(3%) 0(0) 0(0) 1(2%)
2 3
Tab
le 3
MA
NO
VA
and
Fre
quen
cies
of
Gra
duat
es o
f C
AC
RE
P-A
ccre
dite
d Pr
ogra
ms
vs. G
radu
ates
of
Non
-Acc
redi
ted
Cou
nsel
ing,
Prog
ram
s on
the
Infu
sion
of
Mul
ticul
tura
l Con
tent
in C
AC
RE
P C
ore
Cur
ricu
lar
Are
as
Cur
ricu
lur
Are
aC
AC
RE
PN
on-C
AC
RE
PT
otal
Yes
No
Yes
No
Yes
No
Hum
an G
row
th a
nd18
(51%
)17
(49%
)12
(50%
)12
(50%
)30
(51%
)29
(49%
)1,
57.0
11.9
16D
evel
opm
ent
Soci
al a
nd C
ultu
ral
25(7
1)10
(29)
12(5
0)12
(50)
37(6
3)22
(37)
1,57
2.83
.098
Foun
datio
ns
Hel
ping
Rel
atio
nshi
psan
d T
heor
ies
20(5
7)15
(43)
19(7
9)5(
21)
39(6
6)20
(34)
1,57
3.14
.082
Gro
up W
ork
17(4
9)18
(51)
11(4
6)13
(54)
28(4
7)31
(53)
1,57
.041
.840
Lif
esty
le a
nd C
aree
r15
(43)
20(5
7)13
(54)
11(4
6)28
(47)
31(5
3)1,
57.7
14.4
02D
evel
opm
ent
App
rais
al12
(34)
23(6
6)12
(50)
12(5
0)24
(41)
35(5
9)1,
571.
44.2
35
Res
earc
h an
d Pr
ogra
m15
(43)
20(5
7)7(
29)
17(7
1)22
(37)
37(6
3)1,
571.
12.2
93E
valu
atio
n
Prof
essi
onal
Ori
enta
tion
14(4
0)21
(60)
8(33
)16
(67)
22(3
7)37
(63)
1,57
.262
.610
2425
Tab
le 4
Rep
rese
ntat
ion
of E
thni
c M
inor
ity F
acul
ty in
CA
CR
EP
and
non-
CA
CR
EP
Acc
redi
ted
Ent
ry-L
evel
Cou
nsel
ing
Prog
ram
s
No.
of
Eth
nic
Min
ority
Fac
ulty
CA
CR
EP
n%
Non
-CA
CR
EP
Tot
al
014
408
3322
37
19
268
3317
29
27
204
1711
19
32
62
84
7
41
30
01
2
50
01
11
2
61
30
01
2
No
resp
onse
13
11
23 27
Tab
le 5
Eth
nic
Min
ority
Stu
dent
Rep
rese
ntat
ion
in C
AC
RE
P an
d N
on C
AC
RE
PA
ccre
dite
d C
ouns
elin
g Pr
ogra
ms
Perc
enta
ge o
f E
thni
c M
inor
ity S
tude
nts
CA
CR
EP
Non
-CA
CR
EP
Tot
al
less
than
10%
1954
938
2848
10-2
5%9
269
3818
30
26-5
0%4
114
168
13
51-7
5%3
91
44
7
76-9
0%0
00
00
0
91-1
00%
00
14
12
2829
TheStatusofMulticultural TrainingAppendix
For this survey, the terms "multicultural" and "multicultural
counseling" refer to counseling when applied to clients from the
five ethnic groups listed by the Association for Multicultural
Counseling and Development (AMCD)- - - - African/Black, European/White,
Hispanic/Latino, Asian, and Native American.
[Note: The term "ethnic minoritY" refers to all ethnicgroups listed by AMCD except Suropean/White.]
PART 1: MULTICULTURAL COUNSELING CURRICULUM IN ENTRY-LEVELGRADUATE PROGRAMPlease provide the following information about the counseling programwhere you received your entry-level counseling degree (e.g., M.Ed.,M.S.).
1. Date of graduation from entry-level counseling program: 19
2. What was the accreditation status of the program when yougraduated?
1. CACREP2. Non-CACREP (e.g., APA, NCATE, none)
3. Did your entry-level counseling program require students to takea course that focused on multicultural counseling?
1.
2.
YesNo
4. How many multicultural counseling courses were offered in yourdepartment?
5. How many of these multicultural counseling courses did youtake?
6. In which of the following curricular areas was multiculturalcounseling content included or infused? (Check all that apply.)
1. Human Growth and Development2. Social and Cultural Foundations3. Helping Relationships and Counseling Theories4. Group Work5. Lifestyle and Career Development6. Appraisal7. Research and Program Evaluation8. Professional Orientation9. Other
The Status of Multicultural Training 29PART 2: FACULTY AND STUDENTS IN ENTRY-LEVEL GRADUATE PROGRAM
Please provide the following information about the faculty and studentsof your entry-level counseling program.
7. How many faculty members were in your entry-level counselingprogram?
8. How many of these faculty members were ethnic minorities?
9. What percentage of your program's student population would youestimate was made up of ethnic minority persons?
1. 91-100%2. 76-90%3. 51-75%4. 26-50%5. 10-25%6. less than 10%
PART 3: MULTICULTURAL CLINICAL EXPEMIENCES IN ENTRY-LEVELGRADUATE PROGRAM
Please provide the following information regarding your clinicaltraining experiences (i.e., practicum, internships) in your entry-level graduate program.
10. My program required clinical experiences with ethnic minorityclients.
1.
2.
YesNo
11. I had clinical experiences with ethnic minority clients.
1.
2.
YesNo
12. If you answered "yes" on item 11, what percentage of time didyou spend working with ethnic minority clients during yourclinical experiences?
1. 91-100%2. 76-90%3. 51-75%4. 26-50%5. 10-25%6. less than 10%
The Status of Multicultural Training '0
13. During supervision, did you discuss at least one ethnicminority client?
1.
2.
YesNo
14. If you answered "no" on item 13, did supervision ever focus onmulticultural issues?
1.
2.
Yes
No
PART 4: POST-GRADUATE MULTICULTURAL TRAINING AND EXPERIENCE
Please provide the following information regarding your post-graduatemulticultural training and experiences.
15. Number of professional development hours (i.e., workshops,conferences)earned in multicultural counseling sincegraduation.
1. 0 5. 31+2. 1-103. 11-204. 21-30
16. Number of multicultural counseling courses taken sincegraduation.
1. 0
2. 1-23. 3-44. 5+
17. How many clients/students do you work with per week (give anestimate)?
18. How many of these clients/students are ethnic minorities?
19. Do you feel that you are a multiculturally competent counselor?
1. Yes2. No
BEST COPY AVAILABLE
TheStatUSOfMUltiCUltUTHITraining20. Overall, do you feel that you have received adequate
multicultural training?
1.
2.
YesNo
PART 5: DEMOGRAPHIC INFORMATION
21. Present Position: Please check the position which bestdescribes your primary work responsibility--check one only.
1. Counselor/Practitioner2. Counselor Educator3. School Counselor4. Student Personnel Worker5. Administrator6. Researcher7. Consultant8. Other
22. Work Setting: Please check the position which best describesyour work setting--check one only.
1. School2. Mental Health Agency3. Private Practice4. College and University5. Government Agency6. Business/Industry7. Employment Service8. Corrections Facility9. Community Agency
10. Other
23. Licensure/Certification: Please check your credentials.
1. National Certified Counselor (NCC)2. Licensed Professional Counselor (LPC)3. Other
24. ACA Divisions: Please list your ACA divisions (e.g. ASCA,ACES, AMCD). Place an asterisk (*) beside your primarydivision.
The StatusofMulticultural Training25. Education: Please check your highest earned degree.
1. Ph.D., Ed.D.2. Ed.S.3. M.Ed., M.A., M.S.4. B.S., B. A.5. Other
26. Ethnic Background
1. African/Black2. European/White3. Hispanic/Latino4. Asian5. Native American6. Other
27. Gender1. Male2. Female
28. Age Group1. 65 years +2. 55-643. 45-544. 35-445. 25-346. 24 and under
PART 6:
SELF-ASSESSMENT OF MULTICULTURAL COUNSELING
COMPETENCE AND TRAINING
Listed on the next pages are competency
statements based on the 1995 proposed
Multicultural Counseling Competencies andExplanatory Statements developed by the
Association for Multicultural Counseling andDevelopment (AMCD) Professional Standards
Committee.
Please read each competency statement and evaluate
your multicultural
counseling competence and the trainingyou received using the 4 point scales listed
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