Multicultural Counseling Competencies Research Articles

PROFESSIONAL COUNSELLORS’ PERCEPTIONS AND EXPERIENCES OF MULTICULTURAL COUNSELLING IN MALAYSIA: A QUALITATIVE STUDY

Background and Purpose: The contemporary status of multicultural counselling field in Malaysia is ambiguous as there is limited research in this field. Even though Malaysia is deemed as a multicultural nation, there are still some issues and concerns with regards to the understanding and practice of multicultural counselling. Hence, the present research aims to: (a) explore the definitions of the term ‘multicultural counselling’ as perceived by professional counsellors; (b) identify the dimensions of multicultural competence as perceived by counsellors’ community sample; (c) identify the characteristics of a multiculturally competent counsellor; and (d) explore the most challenging cases or anecdotes experienced by professional counsellors when counselling culturally different clients in the local context.
 
 Methodology: Semi-structured in-depth interviews were employed to gather 22 professional counsellors’ reflections on lived counselling experiences and their perceptions of multicultural counselling concepts. Thematic analysis was used to analyse the interview data, but with some adaptation to suit the functions of NVivo 9.
 
 Findings: Several themes and categories emerged based on four probing topics (understanding of multicultural counselling, definition of multicultural competence, characteristics of a multiculturally competent counsellor, and challenging multicultural cases).
 
 Contributions: The results seem to suggest that Malaysian counsellors need to continuously engage in professional development training and to actively seek practice opportunities with culturally diverse clients. The education sector and local professional bodies for counsellors also need to better train and educate pre- and in-service counsellors in order to become multiculturally competent practitioners.
 
 Keywords: Counsellor education and training, Malaysian counselling profession, multicultural counselling, multicultural counselling competency, professional counsellors.
 
 Cite as: Aga Mohd Jaladin, R., Simmonds, J. G., & Joseph, C. (2020). Professional counsellors’ perceptions and experiences of multicultural counselling in Malaysia: a qualitative study. Journal of Nusantara Studies, 5(2), 261-281. http://dx.doi.org/10.24200/jonus.vol5iss2pp261-281

A Preliminary Longitudinal Study of Multicultural Competence in Counselor Education

The purpose of this study was to investigate longitudinal changes in master’s‐level counselor trainees’ (N = 78) self‐perceptions of their multicultural counseling competence over the course of their counseling program. Multilevel modeling results indicated an increase in scores across 3 time points. The authors discuss study limitations and how counselors and counselor educators can incorporate the study’s findings into their practice and into the education and supervision of counselor trainees.

Kültüre Duyarlı Psikolojik Danışma Yeterliklerinin Yordanmasında Kültürel Zekâ, Çok Kültürlü Psikolojik Danışma Eğitimi ve Mesleki Deneyimin Rolü

Bu arastirmanin amaci psikolojik danismanlarin kulturel zekâ, cok kulturlu psikolojik danisma egitimi ve mesleki deneyimlerinin kulture duyarli danisma yeterliklerini ne duzeyde yordadigini incelemektir. Tarama modelinin kullanildigi bu arastirma aktif calisan 115 psikolojik danisman ile yurutulmustur. Arastirmanin verileri “Cok Kulturlu Psikolojik Danisma Yeterlikleri Olcegi” ve “Kulturel Zekâ Olcegi” ile toplanmistir. Olceklerden elde edilen verilerin analizinde Pearson momentler carpimi korelasyon katsayisi hesaplanmis ve coklu dogrusal regresyon analizi yapilmistir. Arastirma sonuclarina gore kulturel zekâ, cok kulturlu psikolojik danisma egitimi ve mesleki deneyim ile kulture duyarli danisma yeterlikleri arasinda anlamli iliskilerin oldugu gorulurken yordayici degiskenlerin birlikte yordanan degiskendeki degisimin %34’unu acikladigi tespit edilmistir. Regresyon katsayilarinin anlamlilik testlerine gore sadece kulturel zekânin kulture duyarli danisma yeterliklerini yordadigi belirlenmistir.

An Investigation of Multicultural Counseling Competence Development among Graduate-Level Counseling Students through Mindfulness, Cognitive Complexity, and Cognitive Flexibility

This study aimed to explore the potential association of mindfulness, cognitive flexibility, and cognitive complexity with multicultural counseling competency (MCC), while controlling for race and mindfulness practice, among counseling trainees. Seventy-eight graduate-level counseling students from multiple campuses within the U.S. completed an online survey study. Results indicated significant positive correlations among mindfulness, cognitive flexibility, cognitive complexity and MCC. Results also found significant differences in self-perceived ratings of MCC based on race and engagement in mindful practice. Additionally, cognitive flexibility, cognitive complexity and mindfulness practices explained a large amount of adjusted variance (r2 = .52) in MCC. Implications for research and practice are discussed.

Validation of Multicultural Counselling Competencies Scale among Malaysian Counsellor Trainees: A Confirmatory Factor Analysis

The competency of multicultural counselling is an aspect which needs to be mastered by a counsellor in order to provide good counselling services to clients especially when dealing with clients of different culture. The purpose of this research is to examine the validity and reliability of the Multicultural Counselling Competencies Scale which was developed based on the local culture by using confirmatory factor analysis (CFA). A total of 290 final year students participating in the first-degree counselling program from six public universities were selected randomly. The results of the analysis showed that the fit value for the comparative fit index (CFI), Tucker Lewis index (TLI), and normed fit index (NFI) respectively had fulfilled the fit value of 0.90 and above as suggested by the literature. The analysis also showed the average variance extracted (AVE) values for all three constructs were 0.669 (awareness), 0.764 (skills) and 0.642 (knowledge) respectively, indicating the validity convergent and discriminant reliability were achieved. CFA analysis has removed 7 out of 26 original items due to low loading factor. Overall, CFA analysis has successfully proven that competencies of multicultural counselling questionnaire as a multidimensional construct as it has been theorized and is appropriate for measuring the competencies of multicultural counselling in Malaysia.

Examining Perceived Multicultural Counseling Competence and Negative Attitudes Toward the Arab American Population

The purpose of this quantitative study was to investigate the relationship between professional counselors’ general multicultural competence and negative attitudes held toward Arab Americans. Participants (N = 124) completed a survey, and a series of correlational, stepwise, and multiple regression analyses was conducted. Results indicated that counselors displayed higher levels of multicultural awareness than of multicultural knowledge. Furthermore, general multicultural awareness and specific knowledge of Arabs related significantly to negative attitudes held toward Arabs.El propósito de este estudio cuantitativo fue investigar la relación entre la competencia multicultural general de consejeros profesionales y las actitudes negativas mantenidas hacia personas estadounidenses de origen árabe. Los participantes (N = 124) completaron una encuesta, y se llevó a cabo una serie de análisis correlacionales, por pasos y de regresión múltiple. Los resultados indicaron que los consejeros mostraron niveles de conciencia multicultural mayores que los niveles de conocimiento multicultural. Además, la conciencia multicultural general y el conocimiento específico acerca de las personas árabes estuvieron significativamente relacionados con actitudes negativas mantenidas hacia personas árabes.

Development of a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia

The aim of this study was to develop a continuous professional development training module based on multicultural counselling competency for professional counsellors in Malaysia. The research methodology comprised three phases: (i) training need assessment using survey method, (ii) module design and development and (iii) module evaluation using an experimental design. First, the Multicultural Counselling Competency Survey-Malaysian Counsellor Edition questionnaire was used to collect data from 116 professional counsellors from various work settings. The results clearly indicated the need for continuous professional development training to enhance counsellors’ multicultural counselling competency. The development of the training module adopted Sidek’s model, a Malaysian-based framework for module development. The developed training module was then evaluated for its effectiveness through analysing its content validity and reliability. Results revealed that the training module scored high content validity value of 77.2% (0.77) and satisfactory reliability level (alpha Cronbach’s coefficient value of 0.75). The overall findings of the present research imply that the continuous professional development training module is necessary for enhancing multicultural counselling competency of Malaysian professional counsellors.

Facilitating Application of the Multicultural Counseling Competencies

Diverse people living throughout the world have existed for many centuries. Perhaps, the United States may have one of the most diverse populations in recent memory. There are indications that human service organizations need to be more accessible when underrepresented groups either seek, or are in the pipeline of providers. To facilitate outcomes of all populations, we assert that the Multicultural Counseling Competencies (MCC) model that deals with awareness, knowledge, and skills should emphasize theapplicationconcept more. We operationalizedcognitive, behaviorandaction, andapplicationterms and applied these terms to the MCC in extensive examples. Additionally, we highlight that the use of the termsbehaviorandactionare mistakenly conflated to meanapplication. Thus, decreasing application principles in the MCC. Future research and recommendations are highlighted.

The Multicultural Counseling Competencies: An Empirical Investigation

While the Multicultural Counseling Competencies (MCC) can be used for all populations, there is a gap between Awareness: Attitudes and Belief, Knowledge, Skills, and Application. As many underrepresented groups are increasingly becoming a major part of the demographic transformation, being culturally competent is critical. We examined the cognitive, behavior/action, and application categories in both the 1996 and 2016 MCC. Thus, we discovered more cognitive and behavioral/action than application statements in both the 1996 and 2016 MCC. Recommendations and implications are discussed.

The influence of identity development on multicultural counselling competencies of counsellor trainees

This study investigated the influence of the phases of identity development as identified by the Optimal Theory Applied to Identity Development (OTAID) framework on multicultural counselling competencies among the counsellor trainees in Universiti Malaysia Sarawak. This proposed research utilized correlational research design. 93 counsellor trainees were recruited for data collection by using purposive sampling. Three instruments were implemented in this study, which are Self-Identity Inventory (SII), Multicultural Awareness/ Knowledge/ Skills Survey (MAKSS), and Marlowe-Crowne Social Desirability Scale- Short (MCSDS-S). SII was used to measure the phases of identity development, which are Individuation, Dissonance, Immersion, Internalization, Integration, and Transformation. MAKSS was utilized to measure self-perceived multicultural counselling competencies from 3 dimensions, which are Multicultural Awareness, Multicultural Knowledge, and Multicultural Skills. While MCSDS-S was used as measure for social desirability. The collected data were analyzed using Pearson Coefficient Correlation and Multiple Regression. The findings revealed that there is no relationship between identity development and multicultural counselling competencies. Likewise, no significant influence was found between identity development and multicultural counselling competencies. Among the six phases of identity development, the phase of Integration was a sole predictor of counsellor trainee’s perceived Multicultural Awareness and Multicultural Knowledge. Integration is positively correlated with Multicultural Awareness, with r(93)=0.25, p=0.02. Integration is also positively correlated with Multicultural Knowledge, with r(93)=0.25, p=0.02. Moreover, Integration predicted 6% of Multicultural Awareness, with F(1.92)=6.04, R2 =0.06, p<0.05. Integration also predicted 6% of Multicultural Knowledge, with F(1.92)=6.19, R2=0.06, p<0.05. While Multicultural Skills did not predict by any phase of identity development, for no significant influence of identity development was found on Multicultural Skills. The researcher suggested that training and supervision that involve immersion with people from diverse background to be considered in promoting multicultural counselling competencies of counsellor trainees. Further studies are encouraged to explore the significant factors that contribute to multicultural counselling competencies.

What Makes the Efficacy and Effectiveness of Multicultural Counseling?

Today, multicultural counseling to be one of the most efficacy and effective helping professionals services in helping counselees achieve positive changes. But, critical question is what makes efficacy and effectiveness of multicultural counseling? The purpose of this study is to explore of the factors affecting the efficacy and effectiveness of multicultural counseling. This study used survey method. The participant included 30 pre-service counselor educators (master’s students) from Department of Guidance and Counseling in Universitas Negeri Jakarta. Data were collected using questionnaire that is Common Factors in Multicultural Counseling Scale in the form of Likert five-level scale. The data were analyzed with exploratory factor analysis. The results showed that there are two factors affecting the efficacy and effectiveness of multicultural counseling in the perspectives of pre-service counselor educators, named: (1) specific factors, such as: counseling approach and techniques and multicultural counseling competencies; and (2) common factors, such as: person of the counselor (wisdom) and counseling alliance. The implication is that counselor educators need to consider and develop these factors in Counselor Education and Supervision programs.

Developing Clinical Trainees’ Multicultural Counseling Competencies Through Working with Refugees in a Multicultural Psychotherapy Practicum: a Mixed-Methods Investigation

Using a longitudinal mixed-methods research design, the present study examined the development of multicultural competence and skills among 14 doctoral-level clinical trainees across three cohort groups, through providing counseling and therapy to refugees within a multicultural psychotherapy practicum. The results show that trainees reported significant increases in all domains of the measures of multicultural counseling competencies and self-efficacy as they worked with refugee clients between pre- and post-practicum, with medium to large effect sizes. The results of the Multi-Level Model analysis of trainees’ coded, post-session qualitative journals further revealed that the trainees’ growth curve for developing multicultural counseling and therapy skills was characterized by a non-linear pattern. Finally, trainees’ qualitative journal narratives additionally highlighted profound and nuanced cognitive, affective, behavioral, and interpersonal learning impacts and gains through this refugee-servicing practicum. Implications and recommendations for future multicultural counseling training and research are considered.

Supporting International Students: Enhancing College Counselors’ Multicultural Counseling Competence

International students experience significant difficulties as they adjust to the dominant culture in the United States. However, there is a substantial gap between the reported academic and sociological distress these students experience and their help‐seeking behaviors. This article reviews international students’ distinctive challenges in seeking professional help and proposes guidelines to effectively support these students by enhancing college counselors’ multicultural counseling competence.

Validation of Multicultural Counseling Competency Scale in Thai Context

This study aimed to validate psychometric properties of the Multicultural Counseling Competency (MCC) Scale in Thai Context. Participants were 401 professional counselors and graduate students in Counseling Psychology and related field. Instruments were the MCC Scale, the Working Alliance Inventory-Short Form (WAI-S) and the Social Desirability Scale (SDS). the MCC Scale consisted of 47 items and ten components: the awareness of own assumption: belief and attitude the awareness of own assumption: knowledge, the awareness of own assumption: skills the understanding of client’s worldview: belief and attitude, the understanding of client’s worldview: knowledge, the understanding of client’s worldview: skills the developing appropriate interventions: belief and attitude, the developing appropriate interventions: knowledge, the developing appropriate interventions: skills, and the well integration between professional and personal life. Content validity of the Scale was supported by expert panel. The MCC scale was significantly and positively correlated with the WAI-S (r =.48) and did not show significantly correlated with SDS (r =.04). CFA supported construct of the MCC scale (χ2 = 40.58; df = 28; p =.059; CFI = 1.00; GFI =.98; AGFI =.95; SRMR =.03; RMSEA =.04; χ2/df = 1.45). And further examined its validity by using the known-group technique (professional counselors with more than three years of experience and fourth-year students in psychology major). The mean scores of the two groups were significantly different (t = 3.71, p <.01). The internal consistencies of the MCC scale as measured by Cronbach’s alphas were .96.

Utilizing Relational Cultural Theory in Addressing Sexism in the Counseling Relationship

ABSTRACTThe Multicultural and Social Justice Counseling Competencies conceptual framework includes a quadrant to represent a privileged client working with a marginalized counselor. Given this and given the dearth of literature on how counselors might handle microaggressions from their clients, the authors advocate for utilizing Relational Cultural Theory (RCT) to respond to microaggressions in a therapeutic way that promotes relational growth in counseling. In order to illustrate this, the authors provide a hypothetical case example, specifically sexism from a male client to a female counselor.

An Exploration of Variables that Contribute to Counseling Students’ Spiritual Competence Development: Implications for Counselor Education

Spiritual competence is important for counselors-in-training (CIT) to appropriately and ethically address client issues relevant to spirituality and religion (S/R). This study examined the role of CIT’s institutional religious affiliation, training level, counselor self-efficacy, multicultural counseling competence, and program S/R training environment in predicting student spiritual competence. A convenience sample of 109 CIT was recruited and a hierarchical multiple regression analysis was applied. Although all variables reached statistically significant correlations with spiritual competence, only three of them demonstrated practical importance to predict such competence. These findings provide valuable implications for counselor education and future research regarding student spiritual competence development.

Multicultural Counseling in South Korea: Exploration and Development of Culture-Specific Competence Indicators

Researchers primarily have studied multicultural counseling (MC) in the context of the United States. Research is scarce regarding other countries. This paper presents a twofold exploratory study to examine the multicultural competencies that counselors need to assist the emerging diverse population in South Korea. We first generated seven competency indicators from a thorough literature review. In the second stage of the study, the seven indicators were used to develop a scale to measure MC competence specific to South Korea. Statistical analyses indicated that the seven items are a useful tool to measure counselors’ self-perceived competence to help diverse clients in South Korea. Additionally, our results indicated that counselors who received multicultural training expressed higher competence than those who have not. Implications for future research, practice, and training are discussed.

Multicultural Settings and School Psychological Services—a Norwegian Experience with Developing Competency in Multicultural Counseling

During the last couple of decades, immigration, family reunification, and refugees have brought about increased demographic diversity in many western countries. In kindergartens and schools, minority students with different indigenous, ethnic, linguistic, and cultural backgrounds are given their education side by side with students of a majority cultural background. Yet, these students may have different socio-economic backgrounds, experiences, sexual orientations, and special education needs. Though it can be challenging, it is the duty of the educational system—with its psychological service institutions, its schools, and its educators—to meet such diversity with recognition, appreciation, and cultural sensitivity and to provide adapted and appropriate special needs education for eligible children. This article illuminates the importance of multicultural counseling competence among school psychologists. We mainly address issues where school psychologists and cultural and linguistic minorities are involved. We present and discuss critical approaches that are relevant for school leaders, teachers, special education teachers, occupational therapists, family therapists, behavioral analysts, health care professionals, child welfare workers, and paraprofessionals working in educational institutions in many countries. The examples and cases we present are from our own country of Norway.

Multiculturally competent intake interview with LGBTQI + clients

Multicultural counseling competencies (MCC) in an intake interview is the most fundamental component of affirmative counseling practice for individuals that identify as lesbian, gay, bisexual, transgender, queer (LGBTQ), or other sexual-relational orientation or gender identity. Despite the importance of counselors’ MCC in the area of intake interviews, little practical guidance exists to help counselors conduct multicultural competent intake interviews. This article provides practical guidelines and strategies for counselors to engage clients in multiculturally competent intake interviews.

Multicultural Competence: Exploring the Link between Globalization, Select Demographics, and School Counselors’ Self-Perceptions

This study investigated the self-reported multicultural competence of school counselors employed within an urban, socioeconomically blended public school district in the Southern United States (U.S.). Participants completed two instruments: a demographic questionnaire and the Multicultural Counseling Competence and Training Survey-Revised (MCCTS-R; Holcomb-McCoy and Myers 1999). Results revealed that four of ten demographic variables demonstrated significance in relation to self-reported multicultural competence. Future research recommendations include, studying a larger population, incorporating qualitative elements, considering racial identity development in relation to self-reported multicultural competence, and comparing MCCTS-R self-report scores with independent observer ratings of demonstrated multicultural competencies in response to case vignettes or video recorded student-school counselor situations (e.g., individual or group counseling).