Multicultural Competency Training Research Articles

Multicultural Competence Training Programs to Equip Project Managers for Cross-Cultural Projects

Abstract This research explores the selection process for multicultural competence training programs to equip project managers for cross-cultural projects. Guided by theoretical frameworks, including Bennett’s Developmental Model, Sue’s Multidimensional Model, Hofstede and Minkov’s Cultural Dimensions Model, Helmreich and Merritt’s Cultural Intelligence Framework, and Henrie and Sousa’s Cultural Competence Model, the study examines intercultural sensitivity, multidimensional cultural competence, cultural dimensions, cultural intelligence, and the dynamic nature of cultural competence. Analyzing critical components for successful project management in multicultural settings, the study integrates cultural dimensions into project manager approaches based on Hofstede and Minkov’s model. It explores how Helmreich and Merritt’s framework enhances adaptive thinking about cultural complexities and how Henrie and Sousa’s model underscores cultural competence as a continuous developmental process. The subsequent sections discuss components of multicultural competence training, evaluating training effectiveness using a comprehensive matrix derived from the literature review. The research contributes to understanding how project managers can select and benefit from multicultural competence training, providing insights into industry practices and policies for improved cross-cultural project management. The study emphasizes the inquiry’s significance, originality, and novelty, acknowledges limitations, and suggests future research directions.

Future counselors’ voices: A qualitative investigation of microaggression training

AbstractThe present study is a qualitative investigation of the voices of counseling graduate trainees (n = 76) in response to a multicultural competence training on racial microaggressions. The didactic and experiential training included readings, lecture, videos, large and small group discussions, and skills practice sessions. Upon completion of the training, trainees in individual and group counseling skills classes responded to open‐ended questions in journals. These journals were subsequently analyzed using consensual qualitative research‐modified, and responses were examined according to race/ethnicity (i.e., trainees of color vs. White trainees). Four primary domains emerged from the analysis: difficult, most and least helpful aspects of training, and racial‐cultural identity influences on training. Recommendations for future training are presented, along with salient patterns that emerged from the voices of trainees of color and White trainees.

Multicultural Competency Training Model for Digital Publicists

The objective of this study is to develop and evaluate a multicultural competency training model for digital publicists. It is research and development which the researchers have divided the research process into 3 steps. Step 1: Developing a multicultural competency training model for digital publicists. Step 2: Evaluating the suitability of the developed multicultural competency training model for digital publicists. Lastly, step 3: Adapting a multicultural competency training model to developed digital publicists. Furthermore, the study found that the multicultural competence of digital publicists consisted of 4 competencies: 1) Digital Engagement Competency, 2) Dissemination Competency, 3) Facilitation Competency, and 4) Consulting Competency. Moreover, the results of the developed multicultural competency training model adaptation for digital publicists can be divided the assessment into 3 areas including, 1) Knowledge: the sample group has higher scores after training, 2) Skill: the sample group has the overall multicultural digital public relations skills at an excellent level, and 3) Attitude: overall, the sample group has a superb attitude.

Formation of Multicultural Competence of Future Tourist Support Specialists (Guides) as a Pedagogical Problem

The purpose of the paper is to study multicultural competency training future tourist support specialists (guides) in the higher educational institutions. Multicultural competency training is defined as ways of teaching and educating aimed at developing multicultural competency. It may include: creating awareness of one’s cultural worldview, stereotypes and biases; deepening knowledge of different cultural practices and views; understanding and understanding that cultural and linguistic differences can affect communication; understanding why and how communication and behaviour should be adapted in different cross-cultural situations; how to work effectively and respectfully with people of different cultural and linguistic backgrounds; highlighting the benefits of diversity in the workplace or in society more broadly; creating plans and strategiesfor developing organisational multicultural competency, such as multicultural access and equity or hiring policy plans. At the university organisational level, developing multicultural competency requires clear and practical policies and procedures, as well as a commitment to implementation and evaluation to create a workplace that evaluates and matches cultural and linguistic diversity.

An examination of educator multicultural attitudes before and after a diversity dinner dialogue

PurposeThe demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work.Design/methodology/approachThis study used a pre-experimental study and measured participants’ reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training.FindingsFindings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention.Research limitations/implicationsFurther research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education.Originality/valueThis study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

“It’s Not Only about Clinical Tools but Also Our Role as Agents of Social Change”: Implementing a LGBT Competency Training for Future Mental Health Practitioners in Mexico

ABSTRACT Recent studies recommend implementing a curriculum that is inclusive of lesbian, gay, bisexual, and transgender (LGBT) identities in health-related higher education programs. Inclusive health services are a means to address stigma-related adverse health outcomes in these populations. In Mexico, research has revealed that sexual and gender minority individuals experience discriminatory conditions that put them at risk for mental health problems. The present study tested the impact of a LGBT training protocol in Mexico; 17 psychology majors living in Mexico City received 12-plus hours of training on LGBT multicultural competencies. A quantitative retrospective assessment of participants’ attitudes toward LGBT individuals, knowledge of LGBT issues, and willingness to work with LGBT clients, alongside qualitative data collected from a focus group, provided evidence on the impact of this training strategy. Implications for LGBT multicultural competency training in undergraduate and graduate programs in psychology are discussed herein.

The Impossibility of Client–Therapist “Match”: Implications and Future Directions for Multicultural Competency

Extensive research has examined the influence of client–therapist racial, ethnic, or cultural match on outcomes in therapy. Further, many narrative reviews have summarized the literature in this area, and several meta-analytic reviews have examined the strength of the influence of client–therapist match. The present narrative review builds on previous studies by discussing several critical issues in this literature. In particular, we add to the extant literature reviews by contextualizing the challenges of defining and measuring client–therapist match given the possible broad range of diverse intersectional identities. As matching is not always possible, recommendations for working with clients of a different cultural background are discussed. Suggestions for multicultural competence training are included. We also provide a case example of how intersectionality of identities can inform the therapeutic context. The current article provides updated insights into the client–therapist match literature and emphasizes specific recommendations for education, training, and supervision.

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

The Social Class and Classism Training Questionnaire was developed to assess multicultural competency and training of social class and classism for school counselor trainees (SCTs). The authors analyzed the differences between accreditation status, social class backgrounds, and factors contributing to SCTs’ competence and training. Results showed that socially desirable responding, number of multicultural courses, and training level contributed most to perceived competence and training. This study provides insight into factors influencing SCTs’ competence and training of social class.El Cuestionario de Capacitación en Clase Social y Clasismo fue desarrollado para evaluar la competencia multicultural y capacitación en clase social y clasismo de consejeros escolares en formación (SCT, por sus siglas en inglés). Los autores analizaron las diferencias entre el estado de acreditación, la clase social de origen y otros factores que contribuyen a la competencia y capacitación de los SCT. Los resultados mostraron que las respuestas socialmente deseables, el número de cursos multiculturales y el nivel de capacitación contribuyeron en mayor medida a la percepción de competencia y capacitación. Este estudio ofrece una perspectiva de los factores que influyen en la competencia y capacitación en clase social de los SCT.

Cultural competence inmental health nursing: validity and internal consistency of the Portuguese version of the multicultural mental health awareness scale-MMHAS.

BackgroundCultural competence is an essential component in rendering effective and culturally responsive services to culturally and ethnically diverse clients. Still, great difficulty exists in assessing the cultural competence of mental health nurses. There are no Portuguese validated measurement instruments to assess cultural competence in mental health nurses. This paper reports a study testing the reliability and validity of the Portuguese version of the Multicultural Mental Health Awareness Scale–MMHAS in a sample of Portuguese nurses.MethodsFollowing a standard forward/backward translation into Portuguese, the adapted version of MMHAS, along with a sociodemographic questionnaire, were applied to a sample of 306 Portuguese nurses (299 males, 77 females; ages 21–68 years, M = 35.43, SD = 9.85 years). A psychometric research design was used with content and construct validity and reliability. Reliability was assessed using internal consistency and item–total correlations. Construct validity was determined using factor analysis.ResultsThe factor analysis confirmed that the Portuguese version of MMHAS has a three-factor structure of multicultural competencies (Awareness, Knowledge, and Skills) explaining 59.51 % of the total variance. Strong content validity and reliability correlations were demonstrated. The Portuguese version of MMHAS has a strong internal consistency, with a Cronbach's alpha of 0.958 for the total scale.ConclusionsThe results supported the construct validity and reliability of the Portuguese version of MMHAS, proving that is a reliable and valid measure of multicultural counselling competencies in mental health nursing. The MMHAS Portuguese version can be used to evaluate the effectiveness of multicultural competency training programs in Portuguese-speaking mental health nurses. The scale can also be a useful in future studies of multicultural competencies in Portuguese-speaking nurses.

Extending training in multicultural competencies to include individuals identifying as lesbian, gay, and bisexual: Key choice points for clinical psychology training programs.

Traditional models of multicultural training for professional psychology have focused primarily on racial and ethnic minorities and have not included competencies focused on individuals identifying as lesbian, gay, and bisexual (LGB), despite documented evidence of health disparities for sexual minorities. Ways to adapt models based on Sue's (1992) 3 × 3 competencies (attitudes and beliefs, knowledge, and skills across the dimensions of awareness of one's own cultural influences and biases, understanding the client perspective, and appropriate interventions for an individual client) for LGB health are described. This includes the addition of an action/advocacy dimension. Six key choice points for clinical psychology training programs adding LGB competency to a multicultural competency training component are outlined. Potential challenges and solutions for expanding multicultural training are discussed.

Cultural Validation of the Portuguese Version of the Multicultural Mental Health Awareness Scale – MMHAS

Introduction Cultural competence is an essential component in rendering effective and culturally responsive services to culturally and ethnically diverse clients. Aims The aim of this study was to evaluate the reliability and validity of the Portuguese version of the Multicultural Mental Health Awareness Scale – MMHAS (Khawaja, Gomes T 25.2% female and 74.8% male. A psychometric research design was used with content and construct validity and reliability. Results The factor analysis confirmed that the MMHAS has a three-factor of multicultural competencies (Cultural Awareness, Cultural Knowledgeand, Cultural Skills) explaining 59.51% of the total variance. The Portuguese version of MMHAS has a strong internal consistency, with a Cronbach's alpha of 0.958 for total scale. Conclusion The results supported the construct validity and reliability of the Portuguese version of MMHAS. The scale can be used to evaluate the effectiveness of the multicultural competency training programs in mental health nursing.

Cultural Sensitivity and Related Factors Among Community Health Nurses

Community health nurses are on the frontline of providing healthcare to multiethnic groups. Managing and providing effective, culture-specific healthcare can increase the health quality of Taiwan's recently immigrant women, a significant component of this country's population. This study analyzes the cultural sensitivity of community health nurses and related factors. A cross-sectional survey was applied in this study. Participants were nurses who work at health centers in Kaohsiung City and Pingtung County. A total of 230 valid questionnaires were completed. Structure questionnaires used in this study included (a) scale of nurses' cultural sensitivity, (b) scale of multicultural sources, (c) scale of multicultural competence training programs, and (d) table of personal characteristics. Statistical software SPSS 14.0 was used for statistical analysis. Survey results show an average score of community health nurse cultural sensitivity of 49.41 (SD = 7.48). The index score was 65.88. Thus, survey participants in this study earned a cultural sensitivity score below the index score. "Interaction confidence" earned the lowest item score. "Multicultural resources," "self-perceived English proficiency," "multicultural competence training programs," and "having friends with different cultural backgrounds" were significant predictor variables of cultural sensitivity and, together, explained 34.9% of total variance. Study results may be referenced in designing future in-service and cultural care education programs for community health nurses to improve healthcare quality for new immigrants.

Infusing Cultural Competence and Advocacy Into Strength‐Based Counseling

Strength‐based counseling represents a welcome shift from prevailing deficit perspectives. However, the literature often treats enhancing strengths as an acultural concept, minimizing or ignoring the essential role of culture in forming and defining strengths. Integrating cultural competence and advocacy into strength‐based practice is examined as an antidote to ethnocentric practice.

Multicultural Training Intervention to Address American Indian Stereotypes

This article describes a multicultural training intervention that addresses American Indian stereotypes perpetuated through the use of American Indians and corresponding imagery as mascots by schools and athletic teams. With the Association for Multicultural Counseling and Development's tripartite model of multicultural competence (awareness, knowledge, skills) as a framework, this intervention's description is organized into three components: perspective-taking to facilitate awareness of attitudes about Native-themed mascots, specific knowledge about race-based mascots, and social justice skills that can empower counselors to become advocates for change. This training intervention can help counseling programs provide enhanced multicultural competency training on issues salient to American Indian communities.

Development of the Multicultural Mental Health Awareness Scale

The present study describes the development of an instrument to assess the multicultural competencies of mental health professionals in Australia. The scale was developed to assess the effectiveness of a multicultural mental health training program. Mental health professionals from Queensland, Australia (N = 268) participated in the study by completing a questionnaire battery. Items on the new scale were generated to parallel the Queensland Transcultural Mental Health Centre (QTMHC) training program's objectives. The results describe a 35-item Multicultural Mental Health Awareness Scale. Factor analysis of the scale indicated three factors of multicultural counselling competencies: Awareness, Knowledge, and Skills. These factors were in line with the Sue et al. (1982) multicultural counselling competencies. The scale has satisfactory internal consistency, test–retest reliability, concurrent validity, and discriminant validity and can be used to evaluate the effectiveness of the multicultural competency training programs in mental health.

Addressing Immigrant and Refugee Issues in Multicultural Counselor Education

Although counseling, psychological, and mental health research has been conducted on the needs and experiences of immigrants and refugees living in the United States, inclusion of these topics is not as prevalent or consistent in neither counselor preparation nor discussion of multicultural counseling competence. In an effort to increase the likelihood that immigrant and refugee issues will be included in multicultural counselor education, a case is made for adding immigrant and refugee issues and experiences to the multicultural competency training discourse.

Toward reflective practice: A multicultural competence training model from a community mental health center.

Toward reflective practice: A multicultural competence training model from a community mental health center.

Real Scenarios and Complementary Lectures: A Classroom Training Approach to Increase Counselor Awareness, Knowledge, and Skill

The purpose of this article is to describe a classroom approach for training counseling students in the area of cross‐cultural competence. The authors describe real scenarios that form the foundation for an intensive classroom discussion and lecture format regarding cultural awareness, knowledge, and skills.

Relationship between White racial identity attitudes and self-reported multicultural counseling competencies.

This research tested a multicultural competency training model's hypothesis that counseling students' White racial identity development strongly influences their attainment of multicultural counseling competencies.