DOCUMENT RESUME CG 031 768 ED 465 137 Hays, Danica G. AUTHOR Infusing Multicultural Counseling Competencies into TITLE Counselor Training Curriculum. PUB DATE 2002-00-00 NOTE 21p. Information Analyses (070) Non-Classroom (055) Guides PUB TYPE EDRS PRICE MF01/PC01 Plus Postage. Career Development; *Competence; *Counselor Training; DESCRIPTORS *Cultural Pluralism; *Curriculum Development; Evaluation; Helping Relationship; Higher Education Council for Accred of Counsel and Relat Educ Prog; IDENTIFIERS *Multicultural Counseling; Professional Identity ABSTRACT Multicultural counseling competencies have become an increasingly important component of counselor training. This article presents rationale for infusing multicultural competencies into select CACREP course areas, which are assessment, helping relationships, professional identity, and career development. Concrete activities that encompass proposed counselor training program goals, instructional strategies, and guidelines and objectives recommended in past research are presented for these curricular areas. This article also examines future directions for multicultural competency research. (Contains 41 references.) (Author/JDM) Reproductions supplied by EDRS are the best that can be made from the original document. Infusing Competencies 1 Running head: INFUSING MULTICULTURAL COUNSELING COMPETENCIES Infusing Multicultural Counseling Competencies into Counselor Training Curriculum Danica G Hays Georgia State University Please address all questions and comments regarding this manuscript to: Danica G Hays 2925 Brookfield Circle Cumming, GA 30040 [email protected] BEST COPY AVAILABLE U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) 0 This document has been reproduced as received from the person or organization originating it. CO 0 Minor changes have been made to improve reproduction quality. e TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) Cf) document do not necessarily represent 1 (7) official OERI position or policy. Infusing Competencies 2 Abstract Multicultural counseling competencies have become an increasingly important component of counselor training. This article presents rationale for infusing multicultural competencies into select CACREP course areas, which are assessment, helping relationships, professional identity, and career development. Concrete activities that encompass proposed counselor training program goals, instructional strategies, and guidelines and objectives recommended in past research are presented for these curricular areas. This article also examines future directions for multicultural competency research. 3 Infusing Competencies 3 Infusing Multicultural Counseling Competencies into Counselor Training Curriculum Researchers and educators have attempted to increase counselors' awareness and knowledge of multicultural issues in the larger community as well as in the helping relationship (Toporek & Reza, 2001). The United States population is becoming increasingly diverse, leading to an increased focus in counselor education, research and practice on multicultural issues and multicultural competency training. Traditional counseling approaches are not adequate for working with clients of different cultural backgrounds because they tend to focus on the value system of the dominant culture. Additionally, the counseling session is typically a meeting of two different and often opposing worldviews, and there are ethical implications for addressing and fully understanding these worldviews for a more effective and therapeutic relationship (Arredondo, 1999; Sue, Arredondo, & McDavis, 1992). Sue, Arredondo, and McDavis (1992) proposed multicultural competency standards and objectives to introduce counselors to the three dimensions of multicultural competency to better serve minority clients. The three dimensions are counselor beliefs and attitudes regarding other cultures, knowledge of various forms of oppressions and its impact on the counseling relationship, and skills in three domains. These domains involve (a) counselor self-awareness, which is described as the building block for further multicultural development; (b) knowledge of other cultural norms and value systems, and understanding of the client's worldview; and (c) skill in providing culturally appropriate assessments and interventions (Arredondo, 1999). Copeland (1982) proposed four models for counselor training programs that introduce ways to integrate multicultural competencies into training programs. The integration model is the most ideal of all four models because it holds the entire counselor training program accountable 4 Infusing Competencies 4 for multicultural training and consistently exposes the students to multicultural issues in different counseling domains (LaFromboise & Foster, 1992; Ridley, Mendoza, & Kanitz, 1994). Hartung (1996) states that most counselor training programs are moving toward the integration model due to increased focus on multicultural issues in research and practice. Given the general movement towards an infusion approach, it is imperative to explore ways to integrate the proposed multicultural competencies throughout traditional counseling curriculum so that counselor trainees do not disservice future clients. The purpose of this paper is to present strategies and innovative activities to infuse multicultural counseling competencies into select CACREP (Council for the Accreditation of Counseling and Related Educational Programs) coursework. Counselor Training Program Goals and Instructional Strategies Researchers (Garcia, Wright, & Corey, 1991; Sue, Carter, Casa, Fouad, Ivey, Jensen, LaFromboise, Manese, Ponterotto, & Vasquez-Nutall, 1998) have proposed training goals aimed at infusing multicultural competencies in various areas of the counselor training program. Proposed goals address concerns related to curriculum design, program and faculty evaluation, diversity promotion, and multicultural competence levels of counselor trainees and trainers. Goals should be outlined in each course and systematically evaluated (Constantine, Ladany, Inman, & Ponterotto, 1996; Ponterotto, Alexander, & Greiger, 1995; Swanson, 1993). There are also several instructional strategies presented in the multicultural literature that are useful for the infusion approach (Garcia et al., 1991; LaFromboise & Foster, 1994; Ponterotto & Benesch, 1988; Ridley et al., 1994; Sue, Ivey, & Pedersen, 1996). They can be combined to cater to various learning styles of counselor trainees. They include (a) didactic methods; (b) experiential exercises; (c) supervised practicum/intemship, where diverse clientele 5 Infusing Competencies 5 and the multicultural training of supervisors are emphasized; (d) reading assignments; (e) writing assignments; (1) participatory learning, such as role-playing; (g) modeling/observational learning; (h) technology-assisted training, including distance learning; (i) introspection; and (j) research on multicultural training issues. Infusion of Multicultural Counseling Competencies in Select Core Curriculum Researchers (Arredondo, Toporek, Brown, Jones, Locke, Sanchez, & Stadler, 1996; Betz, 1993; Betz & Fitzgerald, 1995; Das, 1995; DeLucia-Waack, 1996; LaFromboise & Foster, 1992; Osipow & Littlejohn, 1995; Pedersen, 1997; Savickas & Walsh, 1996; Sue et al., 1996; Suzuki, Ponterotto, & Meller, 2001; Triandis, 1993) have suggested some general guidelines and objectives for infusing multicultural counseling competencies into various CACREP (www.counseling org/CACREP/2001standards) courses. The CACREP coursework areas that are addressed in this article include (a) Assessment/Appraisal; (b) Theories/Helping Relationships; (c) Ethics/Professional Identity; and (d) Career Development. The focus is on assessing how these guidelines can be applied concretely in each course area. The list of activities provided in this paper is not exhaustive and only addresses a few of the training goals. The presented activities can be translated across course areas and can be expanded to address other training goals and strategies. The goal is to begin infusing multicultural competency in a concrete manner in counselor education curriculum so that counselor trainees are better equipped to work with a diverse clientele. Assessment/Appraisal A primary guideline concerning this course area is that the limitations of traditional approaches to assessment should be discussed in counselor training to avoid test misuse. These limitations include a lack of attention to cultural variables, lack of knowledge of test 6 Infusing Competencies 6 construction, an emphasis on universal standards of testing, and how the language of a test may distort test results for the minority client (Arredondo et al., 1996; DeLucia-Waack, 1996; LaFramboise & Foster, 1992). Another guideline involves discussing the multicultural implications of test administration and interpretation. This includes being able to appropriately score and interpret a test, understanding the difficulties in translating a test, assessing how dominant values affect administration and interpretation, and having a knowledge of culture-specific symptoms to prevent misinterpretation and misdiagnosis (Arredondo et al., 1996; Triandis, 1993). Counselor trainers should also emphasize a broader model of assessment, and should be aware of key variables in the assessment process. These variables include acculturation level, native language, ethnic identity, gender/sexual orientation issues, perceptions of the testing process, and sociopolitical variables (DeLucia-Waack, 1996). Recognizing biases in the DSM IV (APA, 1994) is an important objective in multicultural competency training. Trainees should be instructed to correctly use the manual with minority clients and consider multicultural implications while consulting with other counselors when formulating a diagnosis (DeLucia-Waack, 1996). Some suggested activities in multicultural research include case scenarios (Sevig & Etzkorn, 2001), the use of test scores (Byington, Fischer, Walker, & Freedman, 1997), an interpretation skills activity (Sabnani, Ponterotto, & Borodovsky, 1991), and didactic methods (Sabnani et al., 1991). Case scenarios. Give a case scenario of the presenting problem of a client and include a brief description of the client's background. Have the trainee explore the client's ethnic group's beliefs and 7 Infusing Competencies 7 values. What assessment tool(s) would be appropriate? What are the benefits and limitations of each tool? What are the multicultural implications of each tool? What is the normative group for each instrument? What are some considerations for administration and interpretation? (This activity uses reading and writing assignment strategies, and is useful in assisting counselor trainees to acquire knowledge about culturally appropriate assessment tools.) Use of test scores. Give scores for various tests. Provide information regarding the client's background. What are some recommendations for future steps? What is a possible diagnosis based upon the test scores? What influenced the diagnosis? (This activity can be useful for exploring biases in the DSM IV; it can be used to address the skills dimension of the multicultural counseling competencies.) Interpretation skills activity. This is a role-play activity that involves the use of a trainee as the multicultural client, and another trainee as the counselor. Scores are given for a particular inventory, and test interpretation is simulated in a class setting. The instructor can help the trainees explore what cultural variables should be considered during the interpretation process. The rest of the class could be used for suggestions and constructive feedback. (This activity utilizes the participatory and modeling/observational learning instructional strategies; it is a good outlet for students to practice culturally appropriate skills in a safe environment.) Didactic methods. Give a different assessment tool to each dyad in this course. Have them discuss the normative group that the tool is based on, what the assessment tool measures, and any multicultural limitations it may have. Allow the trainees to discuss their findings with the class. Infusing Competencies 8 This allows the class to be exposed to many instruments. (This activity uses the didactic method and allows trainees to gain knowledge about culturally appropriate interventions.) Theories/Helping Relationships It is important to advise trainees to view each theory from a broad perspective, and to consider the role of culture and worldview of each theory. It is also necessary to address the shortcomings of traditional counseling theories. Because traditional theories are based on the core values of Euro-Americans, those that utilize these theories are consequently imposing the dominant culture's values onto the client, which may conflict with the client's values. Each theory is created from a particular worldview; these worldviews determine how one thinks and behaves. Worldviews may clash in a session, leading to communication difficulties (Arredondo et al., 1996; Das, 1995; DeLucia-Waack, 1996; Sue et al., 1996). Another objective related to this course area is to identify the cultural values and assumptions of a particular theory versus those of different cultural groups (Arredondo et al., 1996; Das, 1995; Sue et al., 1996). It is important to consider how traditional theories can be problematic for certain clients, and what therapies may be more helpful overall for certain cultural groups. It is invaluable to educate trainees on the origin of various counseling techniques and strategies, and the implications for a particular group. Counselor educators can help trainees modify techniques or interventions to meet the needs of various clients. They can also introduce the students to non-traditional interventions and strategies such as the use of artwork and poetry and stories when counseling Native Americans, or the use of journaling when working with Asian American clients. Trainees should be instructed when verbal and nonverbal helping responses are appropriate with minority clients. Educators can also assist trainees in gathering 9 Infusing Competencies 9 information regarding community helping resources for clients who may have different views regarding counseling and mental health in general. Some suggested activities for infusing multicultural counseling competencies for this course area include developing a personal counseling theory (Ridley et al., 1994), presenting on a special population (Ancis & Sanchez-Hucles, 2000), using portfolios (Coleman, 1996), bringing in guest speakers to the classroom (Sabnani et al., 1991), and researching the cultural background of a theorist. Develop a personal theory. Organize a coherent, consistent personal theory that reflects the trainee's perspective. This is can be a cultural autobiography that explains the trainee's basic assumptions about mental health and counseling. A trainee can examine what his or her social and historical influences are in creating a theoretical orientation. It can be useful to have the trainees compare their assumptions to those found in other theories. This is an invaluable exercise in helping the student formulate their theoretical orientation. (This activity can be presented as a writing assignment that helps the counselor trainee develop self-awareness as well as knowledge concerning existing theories.) Special population presentation. Report on the norms; values, shared history, and the common barriers to counseling use within a particular cultural group. Discuss how differences in acculturation level as well as within-group diversity may affect the acceptance of counseling as a venue for these clients. List appropriate counseling theories and techniques, and suggest ways other theories or interventions could be altered to be useful for a particular population. (This activity is a didactic method that addresses the knowledge and skill dimensions of the competencies). 1 0