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Perceptions of multicultural counseling competency: integration of the curricular and the practical.

Article Excerpt
A national survey of counselor trainees was conducted to investigate variables that influence the development of perceived multicultural competencies. The development of multicultural counseling competencies from an integrative educational perspective was overviewed as a framework for empirically exploring these factors. The group differences on counselor trainees 'scores of perceived multicultural competence was explored based on clinical supervision, number of multicultural classes, and number of non- White clients. Results indicate that receiving clinical supervision related to multicultural issues and conducting counseling with more non-White clients interacted significantly with higher scores of multicultural competence. Such findings highlight current curricular and practical issues within mental health counselor education and frame the need for ongoing research that evaluates' our emphasis and commitment to multicultural counseling in the 21st century.

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As the field of mental health counselor education has progressed, there has been more attention given to the study of multicultural counseling and the development of multicultural counseling competency. This is evident through the development of professional standards (CACREP, 2001), professional presentations, critical analysis of traditional theories, and scholarly publications (Arredondo, 1999; Dinsmore & England, 1996; Hill, 2004). In keeping with training standards developed by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), graduate programs in mental health counseling have implemented at least one course in which the focus of the course content and curricular experience is centered on cultural foundations and multicultural issues. The literature reveals that to further promote the development of cultural competence for mental health counselor trainees, a variety of experiences is needed. The need to provide mental health counselor trainees with varied learning opportunities, both practical and clinical, is well supported within the literature (Arredondo, 1999; Dinsmore & England, 1996; Hill, 2004). As a result, there is a critical need for mental health counselor educators to enhance this experience for counselor trainees within the educational setting to increase the awareness, knowledge, and opportunity for skill development.

Robinson and Morris (2000) highlight the limitations inherent in a curricular model that endorses a one or two course format as being too narrow in scope. The authors encourage the need for expanded opportunities for the development of cultural competence through an increased integration of practical and intracurricular opportunities for counselor trainees. This is especially important within the scope of mental health and community agency specialty courses. Hills and Strozier (1992) point out that a one or two course format without continued integration across time may serve to reinforce the notion that multicultural counseling competency is linear and static in nature. This message does not clearly convey to mental health counselor trainees the complexity that is multicultural counseling, and it limits the application to specialty-based issues.

While the development and implementation of a course in cultural foundations meets CACREP standards, it sheds light on another glaring issue. Torres-Rivera, Phan, Maddux, Wilbur, and Garrett (2001) contend that one of the blocks to effective cultural training is the lack of distinction within the CACREP standards (CACREP, 2001) as to the direction and focus of multicultural training. Torres-Rivera et al. point out that within the supervision and practicum experiences, the standard (Section III [k]) does not clearly speak to the need to train counselors to work with multicultural populations. This ignores a critical part of the counselor trainee experience. In addition, the standard states that we must expose students to clientele that represent their community. Robinson and Morris (2000) agree that there are too few opportunities presented to counselors in training to work with a diverse group of clients in their clinical internship and practical settings. Current practice as delineated by Robinson and Morris seems to directly contradict providing an opportunity for mental health counselor trainees to work with more diverse clients (Arthur & Achenbach, 2002; Constantine, 1998; Fuertes, Bartolomeo, & Nichols, 2001; Robinson & Morris, 2000).

The Classroom Experience

To further foster the growth and learning of counselor trainees, Tyler and Guth (1999) found it critical that the counselor educator emphasize a focus on process versus content. The authors articulated that within the training process, the counselor educator must be sure to differentiate the focus on either process or content to fully expand the learning...