The influence of film and experiential pedagogy on multicultural counseling self-efficacy and multicultural counseling competence

Edrica D Richardson,Jennifer Helen Greene,Kristopher Gregory Hall,Sejal Mehta Barden

doi:10.14434/josotlv14i5.12656

Abstract

Scholarly discourse has emphasized the need for culturally competent practices. Additionally, multicultural self-efficacy has been found to be critical in working with clients from diverse backgrounds, however, there is a relative paucity of literature on how to teach counselor trainees to be culturally competent and self-efficacious (Kim & Lyons, 2003). The use of experiential education is one pedagogical tool that has been supported in effectively connecting multicultural theory to practice (Arthur & Achenbach, 2002; Coleman, 2006). In this study, researchers investigated the influence of experiential pedagogical strategies with an emphasis on film on multicultural counseling competence (MCC) and multicultural counseling self-efficacy (MCSE). Results indicated that both MCC and MCSE increased as a result of one semester in a multicultural counseling class. Additional findings and limitations are discussed.

Highlights

Counseling as a profession emphasizes diversity training in preparation standards (Counsel for Accreditation of Counseling and Related Educational Programs [CACREP], 2009) and cultural competence in ethical standards (American Counseling Association [ACA], 2005); few counselor preparation programs have employed effective methods to train counselors how to therapeutically connect with people from culturally diverse backgrounds (Alexander, Kruczek, & Ponterotto, 2005; Coleman, 2006; Sue, 1981)
Traditional pedagogical methods in the counseling profession have typically originated from a European- Western perspective, operating primarily within monocultural and monolingual frameworks, which can be ineffective when working with people from diverse backgrounds (Sue, Arredondo, & McDavis, 1992)
After the data collection process, raw data was entered into SPSS (Version 21.0), scored, and analyzed using Pearson product-moment correlations and a multivariate analysis of variance (MANOVA) to answer the primary research question

Summary

Introduction

Counseling as a profession emphasizes diversity training in preparation standards (Counsel for Accreditation of Counseling and Related Educational Programs [CACREP], 2009) and cultural competence in ethical standards (American Counseling Association [ACA], 2005); few counselor preparation programs have employed effective methods to train counselors how to therapeutically connect with people from culturally diverse backgrounds (Alexander, Kruczek, & Ponterotto, 2005; Coleman, 2006; Sue, 1981). Traditional pedagogical methods in the counseling profession have typically originated from a European- Western perspective, operating primarily within monocultural and monolingual frameworks, which can be ineffective when working with people from diverse backgrounds (Sue, Arredondo, & McDavis, 1992). Multicultural counseling self-efficacy (MCSE) and multicultural counseling competence (MCC) are necessary for counselor trainees (Constantine & Ladany, 2000). One way MCC and MCSE are fostered is through assignments and activities in Greene, J.H., Barden, S.M., Richardson, E.D., & Hall, K.G

Results

Discussion

Conclusion