Knowledge, awareness, and … skills? Instructional design choices in multicultural counseling
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Trina Redmond-Matz
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Renae C. Mitchell
Abstract
The development of multiculturally competent counselors is an objective of graduate training programs affiliated with national counseling and psychology associations in the United States. While this area of scholarship and training is rapidly developing; it is not clear the degree to which “multicultural competency” is achieved, especially, the development of multicultural counseling skills. To attain information about multicultural counseling training, two surveys were conducted that queried graduate multicultural counseling instructors about curriculum and experiences teaching. These individuals were solicited by e-mail to take part in online surveys, in 2009 and 2020. Educators indicated that they developed diverse curricula using simulations, advocacy instruction, field experiences, and cultural exposure. This diversity however, also indicates lack of uniformity and consensus regarding multicultural skills training, both in curricular content and assessment. Additionally, training appears to be culturally constrained due to the homogeneity in instructor and student identities, inattention to communication/language differences and exclusion of indigenous/traditional healing practices and practitioners. The multicultural counseling field may be enhanced by increasing diversity in instructors and trainees, explicit attention to diversity in language and communication, and incorporating the contributions of international, traditional/indigenous investigators and practitioners.
Funding source: Frostburg State University Faculty development grant
Award Identifier / Grant number: F2020-019
Acknowledgment
We would like to acknowledge the efforts of two graduate assistants, Ferneacia Chapman and Katherine Lynch. These individuals were involved in correspondence with data input, literature review, preliminary analysis, and a variety of other tasks. Their contributions were significant and essential. In addition to these individuals, our work has been supplemented and enlightened by the contributions of many of our graduate students and our colleagues.
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Informed consent: Participants were informed in the solicitation e-mail that by completing the online surveys, they were giving consent to participate in the study.
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Conflict of interest: We have no conflicts of interest to disclose.
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Research funding: A faculty development grant (F2020-019), in the amount of 400.00, awarded by the researchers’ university faculty development committee in 2020, was used to purchase amazon gift cards for participants who voluntarily entered a lottery. There were no other funding sources.
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Ethics approval: The first research survey proposal received expedited approval for Frostburg State University IRB #H2008-004 was granted on October 25, 2007. The second survey research proposal H2020-010 was deemed exempted from review on December 12, 2019.
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Permission to reproduce material from other sources: No other material from other sources were reproduced.
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Clinical trial registration: This study did not involve clinical trials.
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Supplementary Material
This article contains supplementary material (https://doi.org/10.1515/mlt-2023-0041).
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