NCCRESt

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Counseling Psychology

• Beyond Multicultural Training: Mentoring Stories from Two White American Doctoral Students
  Using a personal self-disclosing format, relates two graduate students' experiences with multicultural training. Narrates each student's story and then offers three points that expand on an article that examines multicultural training for White students in counseling psychology, such as the trainer's need to balance support and confrontation.
• Charting a Course for Research in Multicultural Counseling Training
  Presents an integrative reaction to three articles on multicultural training. Follows the narrative path set by these pieces, offers a theme analysis, and uses personal experiences to delineate 31 characteristics of positive training environments.
• Making Multicultural Education Effective for Everyone
  Responds and elaborates on an article on preparing Anglo graduate students for the journey toward a multicultural perspective. Affirms assertions for a balanced support-challenge model in multicultural training, for the usefulness of self-disclosure in these courses, and for articulation of the rewards of becoming a multiculturalist.
• Monocultural versus Multicultural Teaching: How To Practice What We Preach
  Although counseling and counseling psychology have experienced a rapid growth of professional preparation courses and have seen a proliferation of literature on multicultural counseling, few changes have been reported on how to teach from a multicultural perspective. Provides personal account of how one professor structures a multicultural counseling course.
• Preparing Anglos for the Challenges and Joys of Multiculturalism
  Discusses the multicultural training process with Anglo trainees as it relates to supportively assisting Anglos with the difficult task of confronting White racism, teaching Anglos to respond empathetically to challenges from ethnic-minority colleagues and clients, and introducing Anglos to the joys inherent in multicultural counseling. (RJM).
• Supervisee Multicultural Case Conceptualization Ability and Self-Reported Multicultural Competence as Functions of Supervisee Racial Identity and Supervisor Focus
  Tests the hypothesis that supervisees' (N=116) multicultural case conceptualization ability and self-reported multicultural competence are functions of their racial identity and their supervisors' instruction to focus on multicultural issues. Results indicate that supervisees' racial identity was significantly related to self-reported multicultural competence.