The authors surveyed a national sample of master's-level counseling students regarding their multicultural training experiences and their multicultural counseling competencies. A series of hierarchical regression models tested the prediction of inventoried competencies from measures of selected training experiences: (a) program cultural ambience or learning environment, (b) multicultural instructional strategies, and (c) multicultural clinical experiences. Perceptions of program cultural ambience or learning environment predicted all multicultural competencies: knowledge, skills, awareness, and relationship. Additional findings support the importance of clinical training experiences in the context of effective multicultural training.

Multicultural Training Experiences as Predictors of Multicultural Competencies: Students' Perspectives.

Following the outbreak of COVID-19, reports of discrimination and violence against Asians and Asian Americans and Pacific Islanders (AAPIs) have increased substantially. The present article offers a timely conceptualization of how public and societal fears related to COVID-19 may contribute to unique mental health disparities and the presence of race-based trauma among AAPIs residing in the United States. The relationships between media, increasing rates of xenophobia and sinophobia, and racial discrimination are provided. Next, the deleterious effects of race-based discrimination on the emotional and physical well-being of people of color and Indigenous groups (POCI) and AAPIs are described. Finally, the article identifies the clinical implications of counseling AAPI clients, encourages a decolonization of current trauma-focused interventions, and presents specific strategies to heal race-based trauma in AAPI client populations. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

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"Take your Kung-Flu back to Wuhan": Counseling Asians, Asian Americans, and pacific islanders with race-based trauma related to COVID-19

An immersion training model is described that incorporates culturally focused community-centered service in South Africa as an experiential learning approach. Recommendations for developing international cultural immersion training with a goal of developing cultural competencies are suggested.



Se describe un modelo formativo de inmersion que incorpora servicios culturalmente enfocados centrados en la comunidad en Sudafrica como una aproximacion experimental de aprendizaje. Se sugieren recomendaciones para desarrollar programas formativos de inmersion cultural con el objetivo de desarollar competencias culturales.

Culturally Focused Community-Centered Service Learning: An International Cultural Immersion Experience

In this article the authors introduce the Major Contribution addressing the roles and responsibilities of White allies in counseling psychology and related fields. To provide context for the three ...

Roles and Responsibilities of White Allies: Implications for Research, Teaching, and Practice:

The author defines and presents a rationale for service learning, provides procedures for implementing service learning with children affected by poverty, and describes methods of facilitating multicultural counseling competence. Examples are provided from a graduate counseling class that conducted group play therapy with 11 African American children at a community center.



La autora define y presenta una base para aprender de servicio, proporciona los procedimientos para aplicar el servicio aprender con ninos afectado por la pobreza, y describe los metodos de facilitar aconsejar la competencia multicultural. Los ejemplos se proporcionan de un graduado que aconseja la clase que realizo el grupo la terapia del juego con 11 ninos Americanos Africanos en un centro de la comunidad.

Service Learning With Children Affected by Poverty: Facilitating Multicultural Competence in Counseling Education Students

Service learning integrates classroom instruction with community service to enhance learning. This article describes the service-learning model used in a multicultural counseling course. The feedback received indicated service learning enhanced multicultural counseling knowledge, increased examination of cultural bias, increased community feelings of support, and resulted in a powerful learning experience for participants.



Servicios de aprendizaje integra las intruciones en la aula con el servicio de la comunidad para mejorar el aprendizaje. Este articulo describe el uso del modelo de servicios de aprendizaje en un curso de terapia multicultural. La respuesta acogida indica que el servicio de aprendizaje mejoro el conocimiento de terapia multicultural, aumento de examinacion de la parcialidad de cultura, y el aumento de apoyo de comunidad, y resulto en una potente experiencia de aprendizaje para los participantes.

Service Learning in Graduate Counselor Education: Developing Multicultural Counseling Competency

Service learning integrates classroom instruction with community service to augment learning. This method of instruction facilitates humanistic counseling skills by enhancing counselor awareness and knowledge of unique needs and strengths of diverse peoples while promoting personal, social, civic, and professional responsibility. This article describes applications of service learning for counseling students and professionals. ********** Service learning and community service are important components of higher education (Montrose & Ross, 2000). Service learning is a structured learning experience that facilitates the acquisition of awareness, knowledge, and skills while promoting a commitment to personal, social, civic, and professional responsibility. It is a form of experiential education that directly involves the participant in the phenomena being studied (Kendall, Duley, Rubin, Little, & Permaul, 1986). The purpose of this method of instruction is to increase understanding of concepts studied in a classroom environment by providing students with opportunities for direct exposure to problems, issues, and strengths of communities. Service learning also emphasizes the development of positive and collaborative relationships. Community service, although closely aligned with service learning, differs in a significant way. Community service is volunteer work that aims to contribute to the welfare of others and to provide benefit to an organization and/or a community. However, community service does not require a structured learning process or linkage to an academic curriculum, nor does it require a focus on mutuality and collaboration. Community service may have educational benefits (e.g., teaching students to be socially responsible); however, it does not allow for structured time to process what students experience during service activities or for use of skills acquired in the classroom in real-life situations (Burns, 1998). In this article, we describe service learning and experiential education, foundations of service learning in counseling, roles of service learning in counselor education, and applications for professional counselors. In addition, we provide examples of service-learning curricular programs. SERVICE LEARNING AND EXPERIENTIAL EDUCATION Service learning is an instructional activity or strategy designed to achieve various learning objectives, yield outcomes integrated in the context of learning, offer applied learning opportunities, and provide communities and participants with the opportunity to work together on the basis of the tenets of collaboration, inclusion, mutuality, and cooperation (Bums, 1998; Ward & Wolf-Wendel, 1997). Service learning emphasizes working with the community rather than for the community. Didactic instruction, case examples, technology, and other training methods are less capable of actualizing the principles of mutuality, equality, and community that are the basis for service learning (Burnett, Hamel, & Long, 2004). Service learning is a form of experiential education that enables students to acquire multiple competencies (Kendall et al., 1986). Kolb (1984) described experiential education as a learning strategy that enables participants to develop affective or emotional competencies through concrete experience, improve perceptual or awareness competencies through reflection, develop symbolic or abstract competencies through practice in conceptualization, and enhance behavioral or action abilities through testing theoretical constructs in practice. Combining the principles of service learning with the theoretical foundations of experiential education provides an avenue for bridging the theory--practice gap in the training of students and the continuing education of professionals. FOUNDATIONS OF SERVICE LEARNING IN COUNSELING This service-learning model emphasizes the development of a community-centered perspective, enhancement of counselor self-awareness, utilization of peer learning, and promotion of contact between groups (Burnett et al. …

Service Learning for Counselors: Integrating Education, Training, and the Community.

Traditionally, training in couples counseling has not received equal status as other counseling modalities. Recently, there is renewed interest in specific training for couples counseling as more emphasis is placed on the stability of couple relationships as an important factor for helping families and children function in a society of frequent divorce and escalating school-related violence. Similar to group work, couples counseling has emerged as a discipline that combines theoretical elements and strategies. This article describes teaching couples counseling using an integrative model that is strength-based and solution-focused and helps couples progress through distinct stages and move from the notion of “we have a problem” to “we have a solution.”

Lynn L. Long

Papers

Service Learning in Graduate Counselor Education: Developing Multicultural Counseling Competency

Service Learning for Counselors: Integrating Education, Training, and the Community.

Teaching Couples Counseling: An Integrative Model.