Multicultural Competence Research Articles

Getting Racism Out of Our Work (GROW): Design, deployment, and early outcomes for a program to increase psychology supervisor’s multicultural competence.

Getting Racism Out of Our Work (GROW): Design, deployment, and early outcomes for a program to increase psychology supervisor’s multicultural competence.

Principles of Teachers’ Multicultural Competences Development in the Art Cycle Disciplines

Multicultural competencies in education refer to the knowledge, skills, and attitudes that enable teachers to effectively engage with students from diverse cultural backgrounds. In the context of art cycle disciplines, these competencies are particularly significant because art, in its various forms, is a powerful medium for expressing cultural identities, values, and traditions. Educators with strong multicultural competencies can help students appreciate and understand the rich tapestry of global cultures, fostering respect and empathy in the classroom. The article aims to determine the methodological principles of the development of multicultural competencies of teachers in the disciplines of the art cycle, how to develop multicultural competencies for students in the modern world, and prepare them for practical activities in the future. The methodology involves a systematic approach, which provides: a comprehensive literature review, defining research questions and hypotheses; outlines the general strategy of the research; an in-depth analysis of individual practices of developing the multicultural competence for teachers in the disciplines of the art cycle oriented to international/global projects such as "One Belt, One Road"; selection of successful practices for imitation and adoption (implementation); data analysis; conclusions and recommendations. Results. Art cycle disciplines explore the role of culture in personality development, emphasising the need for the constant development of students’ worldviews and the search for methods to prepare for multicultural competence development. By prioritising students’ perspectives and taking into account changes in the cultural environment, teachers can develop cultural sensitivity, a cornerstone of multicultural competencies. Conclusions. International experience and individual practices show that the following activities can be very effective: in-service workshops and professional development seminars specifically focused on multicultural education; creating learning communities where teachers and stakeholders (potential employers) can share their experiences, resources and strategies; encouraging teachers to use interdisciplinary approaches; participation in cultural immersion programs can significantly improve teachers’ understanding of different cultures; encouraging teachers to reflective practice and self-assessment; methodical support for curriculum development, which includes various cultural perspectives, etc.

Causes and manifestations of infantilism as feelings of helplessness and despair: psychological and spiritual specifics (case analysis)

Obsessive-compulsive disorder (OCD) occurs in 1-3% of the adult population and is considered an extremely debilitating and severe disorder with concomitant complications in the social, professional and family spheres. At the same time, cultural-specific (ethnic, regional and religious) aspects of the manifestation of this condition are rarely highlighted, and even less often – the cultural specifics of psychological counseling.This article is an integral part of a series of publications in which, based on specific cases of child-parent relations, the positive dynamics of psychological work based on Ingush culture and religious values is shown. The results of the author's accumulated experience show that the multicultural competence of the therapist provides him not only with a high level of trust from the client, but also with a professional approach based on the cultural aspects of psychological assistance [1; 2; 3; 4; 5].

Identification of cultural conversations in therapy using natural language processing models.

Researchers have historically focused on understanding therapist multicultural competency and orientation through client self-report measures and behavioral coding. While client perceptions of therapist cultural competency and multicultural orientation and behavioral coding are important, reliance on these methods limits therapists receiving systematic, scalable feedback on cultural opportunities within sessions. Prior research demonstrating the feasibility of automatically identifying topics of conversation in psychotherapy suggests that natural language processing (NLP) models could be trained to automatically identify when clients and therapists are talking about cultural concerns and could inform training and provision of rapid feedback to therapists. Utilizing 103,170 labeled talk turns from 188 psychotherapy sessions, we developed NLP models that recognized the discussion of cultural topics in psychotherapy (F-1 = 70.0; Spearman's ρ = 0.78, p < .001). We discuss implications for research and practice and applications for future NLP-based feedback tools. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Investigating the effect of digital storytelling on multicultural competencies and social justice: A mixed method study in psychological counseling education

This study examined the effect of an education process supported by digital storytelling (DST) regarding immigration on the multicultural competencies and social justice of psychological counselor candidates. The research was designed with mixed methods. Twenty-two junior students studying in the guidance and psychological counseling department of the Faculty of Education of a state university participated in the study. The study was conducted over nine weeks. In the quantitative phase of the research, a single group pretest posttest quasi-experimental design was used. To collect data for the qualitative phase, the researchers created an open-ended questionnaire to collect the opinions of psychological counselor candidates about the application process. Wilcoxon Signed Rank Test, one of the non-parametric tests, was used to analyze quantitative data in the study. As a result of the application process, there was a positive significant difference between the pretest and posttest scores of the students in the study group regarding their multicultural competence and their attitudes towards social justice. According to qualitative findings, four themes emerged regarding multicultural competencies: (a) Awareness, (b) Understanding different cultures, (c) Professional skills, (d) Concepts. The themes that emerged regarding social justice are as follows: (a) Sensitivity, (b) Advocacy for rights, (c) Social structure, (d) Fundamental rights. Considering these findings, educational process supported by migration-themed DST positively contributed to the multicultural competencies of psychological counselor candidates and their attitudes toward social justice.

Addressing Diversity and Multicultural Competence in Integrative Counseling for Oncology Patients: A Commentary on Klafke et al.

Addressing Diversity and Multicultural Competence in Integrative Counseling for Oncology Patients: A Commentary on Klafke et al.

Addressing social determinants of mental health through cognitive behavioral therapy

AbstractCognitive behavioral therapy (CBT) is a widely studied and implemented means of counseling. Researchers have emphasized the need for counselors to consider wider contextual factors that affect clients in their use of CBT, including the social determinants of mental health (SDMH). We conducted a concurrent nested mixed methods study to better understand the outcomes of a 3‐month CBT‐based SDMH training program for N = 8 professional counselors. We implemented a quasi‐experimental quantitative design and a phenomenological qualitative design. Results of Wilcoxon signed‐rank tests indicate statistically significant increases in participants’ SDMH and multicultural competence following completion of the training program. Thematic analysis findings suggest practical steps participants intend to take to address SDMH in their CBT practice with clients, including use of universal assessment tools and engagement in further training. Implications for counseling practice conclude.

Pedagogical conditions for developing the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training

The article defines and characterizes the pedagogical conditions for forming the readiness of master's degree applicants for intercultural interaction in the process of professional (piano) training. It is emphasized that the tasks of the modern professional training of the applicants of the piano master's degree are not only to ensure a high level of professional knowledge of students, but also their practical preparation for social life and self-realization as an individual. It is emphasized that the humanization of the process of formation of the readiness for intercultural interaction in applicants of the professional master's degree implies the use of the latest technologies, active teaching methods, which would form the motives of educational and artistic activity, contribute to the discovery and development of the creative potential of the education applicant, self-realization of his/her personality; included in the process of learning the sphere of emotions, contributed to the development of cooperation. It has been proven that in the process of forming value orientations in the conditions of a multicultural artistic and educational environment, individual support of piano master's students is successfully implemented through individual counseling, creation of a positive moral and psychological climate in classes, mentoring support of the artistic and educational process, building an individual educational trajectory. Considering the formation and transformation of music-pedagogical and artistic-aesthetic paradigms in the system of modern music education, it is emphasized that the change in the paradigm of music education involves a shift of emphasis from the development in applicants of a complex of special knowledge, abilities and skills, focused on the formation of professional multicultural competence in the conditions of intercultural interaction, which allows us to interpret the artistic and educational space as a unity of creative personalities, united by channels of musical communication, who feel a sense of empathy for each other, mutual interest, are capable of active creative joint activity, overcoming interaction problems, creating a cross-cultural space

How Tourism Cultural Events Influence Multicultural Competence, Tourism Destination Image, and Visit Intentions: Evidence From the Pharaohs' Golden Parade

ABSTRACTThis study explores the impact of tourism cultural events on fostering multicultural competence and their effects on tourism destinations. Data were collected from viewers of the Pharaohs' Golden Parade broadcast on the Egyptian Tourism Promotion Authority's “Experience Egypt” YouTube channel. The data were analyzed using an inductive research approach, uncovering four distinctive themes: multicultural competence precursors, cultural tourism events' unique cultural and social elements, multicultural competence, and destination outcomes. Based on the study findings, a framework was proposed to depict the envisaged relationships between the four main themes. Practically, the study provides insights for destination marketing organizations on how viewers' impressions of cultural events on social media and official homepages could shape a destination's image and influence travel and word‐of‐mouth intentions.

Exploring the Components of Multicultural Competence among Pre-Service Teacher Students in Thailand: An Approach Utilizing Confirmatory Factor Analysis.

The aim of this study is to examine the components of multicultural competence among pre-service teacher students in Thailand and to develop and assess the reliability of a model of multicultural competence for pre-service teacher students in Thailand. Multistage stratified random sampling was utilized to recruit 600 pre-service teacher students from undergraduate education programs at the Faculty of Education in Thailand. Data were collected through self-report questionnaires. The data analysis employed descriptive statistics and second-order confirmatory factor analysis (CFA). The findings indicate that multicultural competence among pre-service teacher students comprises three components: cultural awareness, cultural knowledge, and personal skills. Furthermore, this study identified that the model of multicultural competence among pre-service teacher students demonstrated good fit indices for the modified model (χ2 = 30.902, df = 21, p-value = 0.0753, χ2/df = 1.472; root mean square error of approximation (RMSEA) = 0.028; standardized root means square residual (SRMR) = 0.013; Tucker-Lewis index (TLI) = 0.996; comparative fit index (CFI) = 0.999). Based on these findings, effective teaching in diverse environments necessitates a thorough understanding of multicultural competence.

Evaluation of a multicultural competence curriculum in a psychology-based counseling program.

Evaluation of a multicultural competence curriculum in a psychology-based counseling program.

Counselors’ Self-Efficacy: The Role of Multicultural Counseling Competencies, Social Justice, and Homosexuality Attitudes

Counselor self-efficacy is one of the significant features of counselors that play a role in providing effective counseling services. Variables that predict counseling self-efficacy such as age, gender, supervision, and multicultural counseling competencies are counselor features which have been examined in the literature. However, the relationships between counselor self-efficacy and multicultural competencies, social justice, and homosexuality attitudes, which are the core concepts of counselor education and training, have not been examined. In this regard, the purpose of this paper is to investigate the influence of multicultural counseling competencies, social justice, and homosexuality attitudes on the self-efficacy perceptions of counselor candidates. Fourth-grade psychological counseling and guidance students studying at various state universities in the 2020-201 academic year participated in this study. The study group of this research consisted of 277 (193 women, %69,7%) 4th-grade psychological counseling and guidance students. Multiple regression analysis and correlation analysis were utilized for the data analysis. While multicultural counseling competencies and social justice attitudes of the counselor candidates explained 36% of the variance of counselor self-efficacy, homosexuality attitudes had no predictive power on counseling self-efficacy.

Multicultural Academic Experience and Multicultural Counselling Competency in Addressing Polygamous Family Structures Among Registered Counsellors in Malaysia

To effectively conduct counselling sessions, professional counsellors in Malaysia need to possess multicultural competence, especially considering the discrepancies between the ideal and the actual understanding of polygamous marriages. This study examines the relationship between multicultural academic experience, multicultural counselling competency, and the competency of counsellors in addressing polygamous family structures among 370 registered counsellors in Malaysia. The collected data was analysed using Pearson Correlations, One-Way ANOVA and Multiple Regressions. The findings indicate that the respondents demonstrated high multicultural academic experience and multicultural counselling competency. There was a significant positive correlation between multicultural academic experience and multicultural counselling competency, as well as the competency of counsellors in handling polygamous families. Moreover, there were noteworthy variations in competency levels based on ethnicity. This study highlights the crucial role of multicultural academic experience and multicultural counselling competency in predicting the competency of counsellors when dealing with polygamous families. Further validation of the Counselors’ Multicultural Competency on the Polygamous Family Structure Scale is recommended in future studies encompassing larger and more diverse populations.

Multicultural competence in rural Australian surgical systems.

Multicultural competence in rural Australian surgical systems.

Cultural Intelligence Profile of Junior High School Counsellors and Its Implication on Multicultural Counseling

The diversity of ethnicities, religions, and races that exist in Indonesia contribute to the country's characterization as a nation with a multitude of cultures. In the context of the relationship between counselor and counselee, cultural diversity is a significant concern. The comprehension, awareness, and work behavior of the counselee's cultural diversity is indicative of the counselor's cultural intelligence. The concept of cultural intelligence is a crucial aspect that counselors must consider when providing multicultural counseling services. The objectives of this research are to determine the description of counselors' cultural intelligence and its application in multicultural counseling. The research employed a quantitative research survey design for junior high school counselors in Malang Regency. For the research instrument, this study employed an intelligence scale adapted from Early and Ang. The data were analyzed descriptively in order to describe the counselor's cultural intelligence profile. The results indicated that metacognitive indicators exhibited the highest proportion, with 40% falling within the very high category, while behavioral indicators exhibited the lowest proportion, with 5% falling within the deficient category. The results of the study indicate that there is a need for counseling assistance in the behavioral aspect of cultural intelligence in order to facilitate the implementation of multicultural counseling. In essence, cultural intelligence represents a form of counselor multicultural competence that is necessary for the implementation of multicultural counseling. An increase in cultural intelligence thus supports an increase in multicultural counseling.

Epistemic Injustices in Disaster Theory and Management

The present paper argues that the standardised treatment of disaster research and practice perpetuates the production of systematic epistemic injustices against victims of disasters. On the one hand, disaster victims are often prevented from contributing with their opinions and knowledge to the processes of disaster mitigation and disaster conceptualisation. On the other hand, disaster victims tend to lack the hermeneutical resources to make sense of their experiences intelligibly, due to the existence of significant hermeneutical gaps in the hegemonic terminology on the matter. I argue that both forms of epistemic injustice, the testimonial and the hermeneutical, are sustained by an epistemic privilege between the Global North and the Global South in matters of disasters. The second group comprises what I categorise generally as ‘disaster victims’. I identify two forms of structural prejudice that operate against disaster victims: one is the ‘non-expert’ prejudice, and the other is the colonial prejudice. Finally, because of the intercultural nature of disaster environments, I discuss the field of ‘multicultural competencies’ as a useful form of unveiling and counteracting the epistemic injustices contained in both disaster theory and practice.

Psychometric Properties of the California Brief Multicultural Competence Scale (CBMCS) in a Turkish Counselor Sample

The practice and measurement of multicultural counseling competencies have become key issues in the counseling field in recent years. The present study examines the psychometric properties of the California Brief Multicultural Competence Scale (CBMCS) with Turkish counselors and counselor candidates based on the participation of 284 individuals (Mage = 26.10, SD = 6.92, 76.4% female). Confirmatory factor analyses were performed to test the structural validity of the CBMCS. The four-factor structure of the CBMCS was confirmed in the Turkish context (RMSEA = .039, CFI = .979, TLI = .976). The instrument can be used for various purposes such as the measurement of multicultural competencies, the influence of education and training, and cross-cultural research.

Direct versus indirect contact: A naturalistic experiment in teaching multicultural competence.

Direct versus indirect contact: A naturalistic experiment in teaching multicultural competence.

Supplemental Material for Getting Racism Out of Our Work (GROW): Design, Deployment, and Early Outcomes for a Program to Increase Psychology Supervisor’s Multicultural Competence

Supplemental Material for Getting Racism Out of Our Work (GROW): Design, Deployment, and Early Outcomes for a Program to Increase Psychology Supervisor’s Multicultural Competence

The evolution of feedback: Toward a multicultural orientation.

There have been great strides in psychology regarding diversity, equity, inclusion, and multicultural competence, but a need remains to translate these values into actionable practices in psychotherapy. While the case has been made that measurement-based care is an evidence-based intervention that improves outcomes and reduces dropouts (de Jong et al., 2021) and recently that it provides a transparent collaborative process to engage clients in treatment (Boswell et al., 2023), it has not been widely considered as a methodology for multicultural competence. We trace the evolution of what was once called "patient-focused research" (Lambert, 2001) and identify a significant change in recent writings to include important clinical and collaborative processes, a transition from a strictly normative or nomothetic understanding of the value of feedback to an appreciation of its communicative or idiographic processes. We propose that systematic client feedback promotes a "multicultural orientation" (Owen, 2013) at the individual therapist-client level and that client responses to outcome and process measures can foster cultural humility and create cultural opportunities (Hook et al., 2017) to address marginalization and other sociocultural factors relevant to treatment. Using one system to illustrate what is possible for all feedback approaches, we present client examples that demonstrate an integration of a multicultural orientation. We suggest that systematic client feedback can provide a structure to address diversity, marginalization, and privilege in psychotherapy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).