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Multicultural Counseling Training Competencies: Annotated Bibliography  

 William Ross
Prairie View A & M University
U. S. A.

Introduction

Annotated Bibliography
Identity Development
Multicultural Counselor Competencies
Multicultural Counselor Training Instruments
Counselor Training
Future Research Direction
Related Books

Introduction

As the demographic diversity grows and the “majority of minorities” phenomenon--minorities turning to the majority--is becoming the reality in this country, a pluralistic, non-judgmental perspective regarding diversity is advocated instead of the melting-pot and assimilationist perspective. In such an environment of change, traditional mental health approaches is not as effective when cultural factors and environmental context are not incorporated. Counselors who are not specifically trained in multicultural issues may not have skills to work effectively with the culturally diverse population.  Mental health professionals become increasingly aware of the effect of cultural factors such as race, ethnicity, gender and religion on the delivery of counseling services. This draws attention to the role of cultural and contextual factors in counseling and the responsibility of therapists who need to attend to these issues when developing psychotherapeutic interventions. [paragraph 1]

The multicultural counselor competency training (MCCT) has been advocated to enhance counselors' sensitivity to cultural, racial and gender differences, which will affect their beliefs and counseling styles. The type of training focuses on the development of knowledge about culturally diverse populations so that they can adopt therapies to the individual needs of clients.  Culturally specific interventions are called to reflect the clients' cultural characteristics and group expectations.  [paragraph 2]

Research on cross-cultural issues has significantly contributed to the conceptualization and definition of the multicultural counseling competencies. In 1982, eleven competencies were developed in specific areas of counselor beliefs, knowledge, and skills.  In 1992, ten years later, these competencies were expanded to thirty-one to include a broader definition of culture and diversity with the acknowledgement of sexual orientation, physical disability, and socioeconomic status.  [paragraph 3]

Competencies that multicultural counselors are expected to develop are concerned with counselor beliefs, knowledge, and skills in four broad areas: the counselor’s racial and cultural self-awareness, the counselor’s comprehension of the client’s worldview, cultural values and sociopolitical influences, and the counselor’s use of culturally sensitive intervention techniques.  [paragraph 4]

The purpose of this annotated bibliography is to present pivotal qualitative and quantitative research in the conceptualization and operationalization of the competencies for counselors working in multicultural environments. Reviewed are journal articles that integrate identity development models into the previously articulated multicultural competencies for counseling. Significant contributions to the development of the study of multicultural counselor competency training (MCCT) are highlighted, in addition to research studies that utilize the survey instruments designed to measure multicultural counseling competencies in trainees and practicing professionals.  Books related to the topic are also annotated.  The organization of this bibliography is thematically structured to reflect the constructs of identity development, counselor training, and multicultural counselor training instruments.  [paragraph 5]

 Annotated Bibliography

Identity development

Evans, K. M. & Foster, V. A. (2000). Relationships among multicultural training, moral development and racial identity development of White counseling students. Counseling and Values, 50 (1), 39-49. 

Effective multicultural training often requires counseling students to engage in a kind of self-exploration that involves an evaluation of their own core values, beliefs and worldview. Multicultural training can generate an internal conflict with their own attitudes, values and beliefs regarding ethnicity, that have been internalized over a lifetime and are reflected in their racial identity formation. This research indicates that multicultural training can be helpful in changing modes of information-processing related to racial attitudes but does not seem to promote the cognitive complexity needed for moral development.

Kwan, Karl, Kwong-Liem. (2001). Models of racial and ethnic identity development: Delineations of practice implications. Journal of Mental Health Counseling, 23 (3), 269-279. 

Focusing on the use of racial identity development models for multicultural counseling, the author discusses factors for consideration for White counselors working with minority clients and ethnic minority counselors working with ethnic minority patients. The models of Atkinson, Morton and Sue (1998), Helms (1995) and Smith (1991) are considered in the discussion.

Pack-Brown, S. P. (1999). Racism and white counselor training: Influences of white racial identity theory and research. Journal of Counseling and Development, 77 (1), 87-93. 

The inclusion of awareness, knowledge and skills around racism and racial identity development is discussed as significant factors in counselor training programs with white counseling students. This investigation focuses on the relationship between racism, white racial identity, and white counselor training. White counselors presently constitute the majority of counseling practitioners. Considering the prevalence of racism and discrimination reflected in the media, white counselors need to learn to effectively counsel racially and culturally diverse students.  

Vinson, T. S. & Neimeyer, G. T. (2000). The relationship between racial identity development and multicultural counselor training. Journal of Multicultural Counseling and Development, 28 (3), 177-193. 

This article investigates the relationship between multicultural counseling competencies and racial identity development in 87 Europeans counseling students and professional counselors. The racial and identity development models of Helms (1996), Cross (1971), and Atkins, Morton, and Sue (1998) as well as the Nigresecence model are reviewed with a focus on people of color.  

Multicultural Counselor Competencies

Arrendondo, P. (1998). Integrating multicultural counseling competencies and universal helping conditions in culture-specific contexts. The Counseling Psychologist, 26 (4), 592-602.  

This piece provides a historical context to the concept of multicultural counseling. It presents experienced therapists with skills and attitude necessary for culturally competent counselors and counters Fisher, et al.'s position regarding multicultural counseling, wherein the therapist is seen as a healer and the client as a sufferer. It also gives examples of incongruent beliefs between counselors and clients and occurrences of transferences and counter-transferences.  

Arrendondo, P., Toporek, R., Brown, S. P., Jones, J., Locke, D. C., Sanchez, J., & Stadler, H. (1996). Operationalization of the multicultural counseling competencies. Journal of Multicultural Counseling and Development, 24, 42-78. 

This article integrates an identity development model into the previously articulated multicultural counseling training competencies (Sue, et al., 1992).  Dimensions of Personal Identity Model (Arrendondo & Glauner, 1992) is used as the identity development model to exemplify the significance of cultural and historical contexts. Inclusion of a broader perspective on the multicultural counseling relationship is stressed to include individuals and groups not considered visible ethnic or racial minority groups.  

Manese, J. E. (2001). The effects of training on multicultural counseling competencies: An exploratory study. Journal of Multicultural Counseling and Development, 29 (1), 31-41. 

This study examines the impact of multicultural internship training on the development of multicultural counseling competencies. The Multicultural Counseling Awareness Scale (Ponterotto, Sanchez & Madgis, 1991) was used to collect data. This article addresses issues surrounding the characteristics associated with effective development of multicultural intervention skills.  

Ridley, C. R., Modeza, D. W., & Kantiz, B. E. (1994). Multicultural training: Re-examination, operationalization and integration. The Counseling Psychologist, 22 (2), 227-235. 

This article lays out a path of critical- choice points in multicultural counselor training development. It details the multicultural program development pyramid. The pyramid is intended to serve as a guide to help implement effective multicultural programs and systems.  

Sue, D. W., Arrendondo, P., & McDavis, R. J.  (1992). Multicultural counseling competencies: A call to the profession. Journal of Counseling and Development, 70, 477-486. 

This is a pivotal article in the conceptualization of guidelines and learning outcomes for multicultural counseling training competencies. Sue, et al. articulate several compelling reasons for the profession to embrace a multicultural perspective; justifications include the increasing diversification of the United States, increasing immigration rates, and a deficit model of therapy with ethnic and racial minority group individuals. This article highlights the concern about therapists' self-designating themselves as multiculturally competent without meeting any formal standards.   

Hansen, N. D., Pepitone-Arreola-Rockwell, F. & Green, A. F. (2000). Multicultural competence: Criteria and case examples. Professional Psychology: Research & Practice, 31 (6), 652-660. 

This article asks counselors and psychologists a critical question: Are you competent to treat clients who have a different worldview and values from your own? The authors answer this question and other concerns by identifying 12 multicultural competencies for effective practice. Three useful case examples are provided to illustrate the application of these competencies.  

Holcomb-McCoy, C. C. (2000). Exploring the self-perceived multicultural counseling competence of elementary school counselors. Professional School Counselor, 4 (3), 195-201.  

The author examines the self-perceived multicultural competencies of school counselors who participated in multicultural counseling courses. The instrument used to survey 76 counselors is the Multicultural Counseling Competency and Training Survey. The questions asked in this study concern the extent to which elementary school counselors perceive themselves multiculturally competent, a difference between those taking a multicultural counseling course and those that do not, and a self-perceived difference depending on the number of years of counseling experience.

 Holcomb-McCoy, C. C. & Myers, J. E. (1999). Multicultural competence and counselor training: A national survey. Journal of Counseling and Development, 77 (3), 294-303.

The models and methods used to deliver multicultural counselor training are discussed from a national perspective. A stratified sample of 500 professional counselors was surveyed concerning their multicultural interventions. The study focuses on Pedersen’s (1988) Triad Model that emphasizes multicultural skill development, Mio’s (1989) model of intervention that focuses on actual experience with culturally different clients and Ivy and Nwachuku’s (1991) model that proposes an integration of an Afrocentric method of intervention.

Multicultural Counselor Training Instruments

Ponterotto, J. G. & Rieger, B. P. (1994). Assessing multicultural counseling competence: A review of instrumentation. Journal of Counseling and Development, 72 (3), 316-323. 

The author reviews four instruments that have been designed to measure multicultural counseling competencies in trainees and practicing professional. The instruments are critically reviewed for item development, their psychometric properties and pragmatic utility. Instruments reviewed include the Cross-Cultural Counseling Inventory-Revised (LaFrombroise, Coleman, Hernandez, 1991), the Multicultural Counseling Awareness Scale-form B (Ponterotto, et. al. 1996), the Multicultural Counseling Inventory and the Multicultural Awareness-Knowledge, and Skills Survey (D’Andrea, Daniels & Heck, 1991). Strong cautions are posited regarding the current use of these instruments in counselor training environments.

Williams, C. (1999). The color of fear and blued-eyed: Tools for multicultural counselor training. Counselor Education and Supervision, 39, 76-79.  

The Color of Fear and Blue-Eyed are titles of films that can be utilized in a multicultural counselor training. These films address three areas that are central to multicultural counselor competence: self-awareness of values and biases, knowledge of client’s worldview, and culturally appropriate intervention strategies. The author states that these films have the potential of triggering counselors' exploration of biases in themselves as they see their prejudices mirrored on film.        

Counselor Training

Arrendondo, P. (1998). Integrating multicultural counseling competencies and universal helping conditions in culture-specific contexts. The Counseling Psychologist, 26 (4), 592-602. 

See the above.

Tomlinson-Clarke, S. (2000). Assessing outcomes in a multicultural training course: A qualitative study. The Counseling Psychologist, 13 (2), 221-231. 

This article assesses a counseling psychology training program designed to develop multicultural counseling competencies. The Multicultural Counselor Competency Checklist (Ponterotto, Alexander, & Grieger, 1995) was utilized to collect data. Qualitative methods were used to assess the immediate and long-term impact of a multicultural counseling course on the competencies of counselor trainees. The 17 participants of the study provided written evaluations immediately after course completion and then again four months later. One of the results of the study revealed that students need additional training experiences in a supportive environment.

 Sodowsky, G. R., Kvo-Jackson, P. Y., Richardson, M. F., & Corey, A.T.  (1998). Correlates of self-reported multicultural competencies. Journal of Counseling Psychology, 45 (3), 256-265. 

This article examines the self-reported multicultural competencies of 176 university counseling center staff. Reference is made to Pedersen’s Multicultural Training Model (1991). The authors examine score differences by multicultural training and ethnicity.

Salzman, M. (2000). Promoting multicultural competence: A cross-cultural mentorship project. Journal of Multicultural Counseling and Development, 28 (2), 119-125.   

This article describes a project designed to increase the multicultural competence of White graduate counseling students. This work focuses on an existent model of multicultural counselor training (Pedersen, 1988) for culturally encapsulated counselors. The cross-cultural mentorship project provides training support in the development of multiculturally competent counselors.

Diaz-Lazaro, C. M. (2001). Cross-cultural contact in counselor training. Journal of Multicultural Counseling and Development, 29, 41-57. 

This study examines cross-cultural competencies of students involved in a multicultural counseling course. It was first hypothesized that the greater the degree of prior cross-cultural contacts students had, the higher the students' multicultural counseling competencies will be at the beginning of the course. Secondly, it is shown how students' multicultural counseling competencies will develop higher at the end of the course, compared to the beginning of the course. Finally, students will value cross-cultural experiences in the development of their multicultural competencies. Results of the study conclude that cross-cultural experience is associated with self-reported multicultural counseling competencies in awareness and, to a lesser degree, skills but not particularly knowledge.

Future Research Direction

Fuertes, J. N. (2001). Future research directions in the study of counselor multicultural competence. Journal of Multicultural Counseling and Development, 29 (1), 3-13.

Fuertes presents further studies in the role of multicultural counseling competencies in counselor training. In addition to conceptual development, the study discusses four instruments developed to measure these competencies and the role of the client’s cultural heritage in counselor evaluation and assessment.

 Ponterotto, J. G. (1998). Charting a course for research in multicultural counseling training. The Counseling Psychologist, 26 (1), 43-59. 

The article presents both a general and specific research agenda for multicultural counselor training in the next decade. The article suggests the following areas need to be explored:  racial identity development, multicultural competence skills assessment, mentoring, models of multicultural programs, and the role of diversity in counselor effectiveness training.

Related Books

Diller, J. V. (1999). Cultural diversity: A primer for the human services. Boston, MA: Brooks/Cole.

This readable book offers the reader a theoretical and clinical perspective on multiculturalism while suggesting ways to provide cross-cultural counseling services effectively.  Focusing on the multicultural competencies for counselors, Chapter Two provides helpful insight into the assessment of mental health agencies in terms of cultural competence.

Lynch, E. W. & Hansen, N. J. (Eds.). (1998). Developing cross-cultural competencies: A guide for working with children and their families (2^nd ed.). Baltimore: Paul H. Brooks Pub. 

This resource book addresses cultural perspectives to be considered when intervening with culturally different populations. It covers children, their families, and cultural heritage with a special emphasis on individual cultural groups. Counselors are directed in the development of cross-cultural competence in ways that recognize and give respect to culturally different children with special needs.

Green, J. W. (1999).  Cultural awareness in the human services (3^rd ed.). Boston, MA: Allyn & Bacon. 

Focusing on the profession of social work, the author pays considerable attention to cultural competence needed for effectively working in the multicultural context. Instruction is given to build a critical knowledge base and cultural competence.  It is recommended to view the client within an environmental context.  Several chapters provide informative discussion of the cultural characteristics of various ethnic groups.

Pedersen, P. (Ed.). (1998). Multiculturalism as a fourth force. Hamilton Printing Co., Castleton, N. Y.  

Multiculturalism adds a new dimension to psychodynamic, humanistic and behavioral psychology according to the editor of this work. Each of the contributors to this resource text describes the need for multiculturalism in counseling and psychology and difficulties in establishing a multicultural worldview. These authors seek to determine what we know and what we do not know about multicultural issues in the area of psychology.

William Ross, Ph. D. , is on the faculty in the Department of Educational Leadership and Counseling at Prairie View A & M University, Texas. (Contact the author at william_ross@pvamu.edu)

Ross, W. (2002). Multicultural counseling training competencies: Annotated bibliography. Electronic Magazine of Multicultural Education [online], 4 (2), 5 paragraphs <Available: http://www.eastern.edu/publications/emme/2002fall/ross.html> [your access year, month date]