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Teaching the Multicultural Counseling Competencies and Revised Career
Counseling Competencies Simultaneously
Kathy M. Evans and Marva J. Larrabee
The need for all counselor trainees to simultaneously acquire the Multicultural Counseling Competencies and the revised Career Counseling Competen- cies is discussed, and the interface between them is examined. The au- thors recommend the development of simulation and technology resources so that both sets of competencies can be implemented for ongoing learning in counselor education.
La necesidad que todos 10s estudiantes de consejeria adquieran simultaneamente las Competencias de Consejeria Multicultural y las competencias revisadas de la Consejeria sobre Carreras, es discutida. La relacion entre ambas competencias es examinada. Los autores recomiendan el desarrollo de recursos para simular y el us0 de la tecnologia para que ambos conjuntos de competencias Sean implementadas para el aprendizaje progresivo en la educacion consejeros.
t the dawn of the twenty-first century, the challenge to all counselor educators, supervisors, and trainers is to prepare professional counse- A lors to address two prominent trends. The first trend concerns the
counseling profession’s response to the needs of an increasingly diverse workforce (U.S. Bureau of the Census, 1998). The second trend is the change in the workforce from a world of independent national economies into an interdependent global economy, because “a nation’s ability to compete in the global economy is the quality of that nation’s work force” (Herr & Cramer, 1992, p. 1). Concerns about issues of workforce competitiveness and the growing diversity of the US. population are prominent in this society; increasingly, coun- seling competence will reflect the counselor’s ability to meet clients’ multicultural and career needs. Although counseling literature is beginning to address these challenges to the future of the profession, “there is much to be done in the area of multicultural career counseling” (Betz, 1993, p. 55).
The recent proliferation of literature on multiculturalism and career devel- opment has resulted in the development and revision of competencies in both
Kathy M. Evans is an associate profssor, and Mama J. Larrabee is a profssor emerita, both in the Department of Educational Psychology at the University of South Carolina, Columbia. Correspondence regarding this article should be sent to Kathy M. Evans, DepartmenL ofEducational Psychology, College of Education, University of South Carolina, Columbia, SC 29208 (e-mail: [email protected]).
JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT January 2002 Vol. 30 21
of these areas. The Association for Multicultural Counseling and Develop- ment (AMCD) and the National Career Development Association (NCDA) have produced competency documents to assist counselors and educators in increasing the quality of service delivery (Arredondo et al., 1996; National Career Development Association Professional Standards Committee, 1992). Both documents were approved by the American Counseling Association (ACA) and published for broad dissemination. Although both documents are avail- able to counselors, educators, and supervisors, methods of synthesizing and teaching these skills in tandem have not been addressed.
Our article was written to assist educators in integrating the concepts con- tained in the two competency documents into their courses and into planning for appropriate in-service (on-the-job) training of counseling practitioners. Our goal was to broaden the understanding of both sets of competencies and to emphasize the need to integrate them into the curriculum to enhance their potential for being implemented, specifically in preservice (prior to gradua- tion) counselor education.
why all counselors need multicultural f!S
There is general agreement that multicultural competence is essential to all counseling professionals; but career counseling competence is now equally necessary. Cultural insensitivity is detrimental to any counseling relation- ship, but the failure to address career issues limits the general effectiveness of counseling. For clients, personal and career concerns have become harder to separate. In response to this trend, many employers have become more receptive to their employees’ personal needs. The growth in employee assis- tance programs and corporate day care are two examples of the convergence of career and personal issues. It is unfortunate that in both the counseling literature and in practice, there have been historical precedents to separate psychological problems from career development (Blustein, 1987; Manuele- Adkins, 1992). More than a decade ago, Blustein advocated the utility of integrating career counseling with traditional psychotherapy. More recently, Krumboltz (1993) cautioned career counselors that ignoring social-emotional issues could be harmful, noting that lack of attention to those concerns hinders clients’ career development.
Gysbers, Heppner, and Johnston (1998) pointed out that “career issues fre- quently become personal-emotional issues and family issues, and then career issues again” (p. 3). It is interesting that many career development theories fail to address the interaction of career and personal concerns that confounds the problem of keeping these two factors in clients’ lives separated. Super (1992), in one of the most comprehensive career theories, attempted to demonstrate
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the importance of including personal factors into careedlife planning with two models: (a) the Career Rainbow, which depicted the importance of life roles in a person’s life span; and (b) the Arch of Career determinants, which illustrated the psychological, socioeconomic, and biological influences that shape a person’s career. It is clear that Super’s approach sought to combine personal and career factors but stopped short of showing the integration of psycho- emotional factors.
Changes in the world of work have compounded the complexity of assisting all people to develop satisfying lifestyles and career paths. In an article in which psychologists were updated on industrial and organizational psychol- ogy, Cascio (1995) summarized data on the many dramatic changes that affect the world of work. He focused on America’s position in the complex set of changes related to global competition, including the impact of the movement from wartime to peacetime economies and changes in performance appraisal as well as methods of compensation in the world of work. Such changes have had a major effect on the way of life in U.S. society; counselors need to under- stand such information so that they can help clients no matter what the pre- senting problems may be. A recent move toward integrating personal and career counseling has changed the focus of instruction of career development courses in counselor education programs from strictly career issues to broader coverage of lifestyle issues.
A Gallup Poll of a national sample of working Americans examined the career concerns of adults in the United States (Hoyt & Lester, 1995). Results indicated that 72% of adults would try to obtain more information about their career options than they had obtained when they entered the world of work. Furthermore, as many as 37% of the national sample reported that they would go to some kind of counselor for assistance. Although career counseling is one of the required courses in programs accredited by the Council for the Accredi- tation of Counseling and Related Educational Programs, such findings raise ques- tions regarding the availability of career guidance services and the adequacy of current preservice (practicum and internship experiences) and in-service educational experiences (workshops and postgraduate courses) that are designed to help counselors deliver successful career development services (Larrabee & Touma, 1995). Multiculturalism has become, according to Pedersen (1991, 1997), the fourth
force in counseling because of its pervasiveness in the United States and abroad. The impact of multicultural competence has been felt in all specialty areas of counseling, and career counseling is no exception. Although there is no single theory of multicultural counseling, Sue, Pedersen, and Ivey (1996) have pro- posed a metatheory (or theory of theories) in which the primary focus is on helping counselors to use existing theories in a multiculturally competent manner.
Concern for raising the competence of counselor trainees in multicultural career counseling has been documented in a special section of l l e Career Development
JOURNALOF MULTICULTURAL COUNSELING AND DEVELOPMENT January 2002 Vol. 30 23
Quarter4 (“Multicultural Career Counseling,” 1993) and elsewhere. There is in- creasing awareness of the lack of appropriate career development services for eth- nic and racial minority groups (Herring, 1998; Lee, 1995). However, a vast gap still exists between rising proportions of minority workers in business and industry and their low level of representation in the overall body of career development and vocational behavior literature (Fitzgerald & Betz, 1994). The most quoted problems originate with the career theories themselves. These theories were generally devel- oped by and for White male, upper middle-class individualistic persons (Helms & Cook, 1999). The theories are based on the assumption that individuals have the freedom to choose any career and that most careers are viable options for many individuals. No mention is made of within-group differences in gender, socioeconomic status (poverty), education, regional residence, disability status, or sexual orientation (Bennet, 1992). Nor is there usually any mention of sys- temic discrimination, institutional racism, or the influence of cultural values in work behavior. Even Super’s (1992) comprehensive theory did not include propositions that address career pattern differences in individuals from low socioeconomic backgrounds (Brown, Brooks, & Associates, 1990).
Not only is there underrepresentation of minority issues in the literature but in practice as well. When the US. Congress passed legislation on school to work and welfare reform, counselors became aware that they needed to have skills to work competently in schools and other community programs that assist diverse individuals to move into the world of work effectively. School and community counselors reported that there was a need for change in career development instruction to help them meet the needs of current and future clients (Larrabee, 1994). It is clear that practitioners are concerned about a key question: How can I help my diverse clientele to deal not only with personal issues but also with skills to build a career future? Supporting Blustein’s (1987) encouragement of comprehensive treatment strategies, current literature and experience provide a basis for including diversity issues within comprehensive treatment strategies. In an effort to combine multicultural and career competence, Ward and Bingham (1993) designed a checklist for helping practitioners examine their awareness of multicultural issues in career counseling. This seems to be an important first step in integrating multicultural and career competence.
integrating multicultural and career c o q e t m e s
A content examination of the Multicultural Counseling Competencies (MCCs) and the Career Counseling Competencies (CCCs) revealed considerable compatibility, which can benefit practitioners and educators. For a deeper understanding of the integration of multicultural and career counseling compe- tencies, we present a brief review of each set of competencies.
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T H E M U LT I C U LT U R AL CO U N S EL I N G CO M PETE N C I E S
AMCD approved the multicultural counseling competencies recommended by their Professional Standards Committee in 1991. In the resulting document, Sue, Arredondo, and McDavis (1992) identified nine competency areas, which were divided into three categories of characteristics of counselor sensitivity. These characteristics were counselor awareness of his or her own cultural values and biases, counselor knowledge of the client’s worldview, and culturally appropriate intervention strategies. Each characteristic had the same three dimensions (i.e., attitudes and beliefs, knowledge, and skills). Subsequently, these MCCs were expanded by AMCD, and operational concepts were included to encourage educators and practitioners to implement them (Arredondo et al., 1996). In the expanded version, the authors described the framework for the development of the competencies and included explanatory statements for each competency along with strategies for achieving them.
In Sue’s (1996) invitation to all supervisors and educators in the Association for Counselor Education and Supervision (ACES) to implement the multicultural counseling competencies, he indicated that there was “a strange resistance to addressing and ameliorating these [multicultural] problems” (p. 9). In the same year, AMCD published the aforementioned expanded competencies (Arredondo et al., 1996). After studying the competencies, ACES endorsed them and pub- lished a book that was focused on the development of multicultural competence (i.e., DeLucia-Waack, 1996). Thus, the members of the ACES division of ACA were expected to incorporate the competencies into their counselor preparation programs and supervision practices.
Although counseling literature contains extensive rhetoric on the need for multiculturally competent counselors, it is presumed that the AMCD’s revised competencies (Arredondo et al., 1996), which operationalized three domains (aware- ness, knowledge, skills) into behaviors and activities, leads to the attainment of such competence. Empirical study of multicultural competence is sparse, but Holcomb- McCoy (2000) conducted an exploratory factor analytical study in which the AMCD competencies were the basis for the development of a measurement instrument for determining the multicultural competence of a random sample of professional coun- selors. Her results supported a five-dimensional structure for multicultural counseling: awareness, knowledge, skills, raciaVcultural identity development, and definitions of terms. Others recommended that multicultural counselors need to study models of minority raciallculturalidentity development (Ottavi, Pope-Davis, &Dings, 1994; Sue et al., 1998) and White identity development (Sabnani, Ponterotto, & Borodovsky, 1991). “Regarding the use of appropriate terms . . .Johnson (1990) suggested that specific components in multicultural counselor education should be devoted to the clarification of terminology. Similarly, Pedersen (1991) noted that careless use of lan- guage” (Holcomb-McCoy, 2000, p. 92) is associated with confusion in multicultural counseling. Although Holcomb-McCoy’s study was based on only a 30% return rate, alpha coefficients for the five factors were high (.66 to .92) and accounted for
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63Yo of the variance in the instrument. Although questions may be raised about the validity of the AMCD competencies in counselor education, Holcomb-McCoy’s work established the relevance of the competencies to the work of culturally diverse professional counselors.
THE CAREER COUNSELING COMPETENCIES
In 1997, NCDA revised its Ten Minimum Career Counseling Competencies by making some editorial changes and adding an 11th competency. Each competency included demonstration statements. The competencies are (a) individual and group counseling skills, (b) individuaVgroup assessment, (c) program management and implementation, (d) consultation, (e) information/resources, (f) career development theory, (g) special populations, (h) supervision, (i) ethicaVlegal issues, (i) research/ evaluation, and (k) technology. In the original Career Counseling Competencies, each of the competencies emphasized knowledge and skills that NCDA considered essential for master’s level professionals in career counseling. The focus was placed on counselor knowledge and abilities that would be demonstrated through the imple- mentation of effective career development programs.
In 8 of the 11 career competency areas, some of the MCCs interfaced with the listed career development performance indicators. Furthermore, even in the remaining 3 areas (i.e., program promotion, management, and implementation; coaching, consultation, and performance improvement; and supervision), one can infer a degree of multicultural applicability. One’s skill in applying spe- cific knowledge to idiosyncratic clients is key to achieving multicultural ef- fectiveness in each career counseling competency area. In fact, integrating multicultural perspectives into career counseling is a viable approach to address- ing the need for relevant multicultural career counseling services.
Researchers have begun studying the efficacy of the CCCs. Although all of the NCDA (1997) competencies were not included in recent studies of career counsel- ing efficacy (e.g., O’Brien, Heppner, Flores, & Bikos, 1997; Perrone, Perrone, Chan, & Thomas, 1999), the competencies that were used in these studies were carefully examined during the development of measurement instruments. In addition, the researchers attempted to include traditional career counseling skills and related social and emotional issues in their studies. In a factor analysis of data obtained from practicing school counselors, a Multicultural Issues factor with a Cronbach alpha of .90 demonstrated high internal consistency in relation to perceptions of the importance of multicultural elements in career counseling (Perrone et al., 1999).
INTEGRATION THROUGH SELF-AWARENESS
Our examination of the content of the two sets of competencies revealed a link that is likely to be a basis on which instruction and subsequent applications can be enhanced. Through the AMCD Multicultural Counseling Competencies, Arredondo et al. (1996) emphasized that learning experiences should begin with
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self-awareness. In fact, the first section of the MCCs is titled “Counselor Awareness of Own Cultural Values and Biases” (Arredondo et al., 1996, p. 57). Counselors-in- training may have little awareness that their attitudes and beliefs, which constitute their value systems, may be biased. This section of the AMCD competencies specifies four objectives on which learning activities should be focused. Culturally skilled counselors are described as (a) “[believing] that cultural self-awareness and sensi- tivity to one’s own cultural heritage is essential” (p. 57); (b) “[being] aware of how their own cultural background and experiences have influenced attitudes, values, and biases about psychological processes” (p. 58); and (c) “[recognizing] their sources of discomfort with differences that exist between themselves and clients in terms of race, ethnicity, and culture” (p. 58).
We also believe that self-awareness, as addressed in the MCCs, is important to successful career counseling, especially with minority clients. Self-awareness is, in itself, a challenge to students for many reasons, including the powerful system of denial that is pervasive in the United States regarding oppression and an individual’s participation in it; the comfort students feel when they retreat to old, more familiar behaviors when the multicultural challenge is great; and the rewards they receive for retreating. Multicultural training is usually designed to break down these bani- ers by encouraging effective self-examination.
Although the concept of self-awareness may be a useful learning tool in career development education, the NCDA’s CCCs do not emphasize the importance of that concept to obtaining the knowledge and skills identified in their document. As indicated previously, a major emphasis of the MCCs is to begin learning, with self- awareness, the objectives and activities to which subsequent learning is meaningfilly linked. On the basis of years of teaching career development education (i.e., pre- and in-service), we conclude that enhancement of instruction has a higher likelihood of being successful if it uses as a foundation the personal examination of one’s own career development patterns, personal attitudes, values, and biases that permeate current approaches to career counseling. To accomplish such a goal, it is reasonable to conclude that an instruction plan that begins with self-awareness in learning about all 11 career counseling competency areas could help educators facilitate mean- ingful self-assessment and learning through cooperative group activities. It would be ideal for participants in such instruction to have had an initial multicultural course in which self-examination was a core component. The skills used for self-examination can then be applied to career development where self-understanding is expanded to understanding the career development status and barriers to education and career choice experienced by clients, especially ethnic minority clients.
teac.hlnp strategres The task of combining MCCs and CCCs seems overwhelming when one con- siders that the 11 career competencies recommended by NCDA are broken down into 80 different subcategories, and the 9 competencies of AMCD in-
JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT January 2002 Vol. 30 27
clude 144 subcategories. Combining 224 competencies would be a massive task if all the competencies were unique to multicultural career counseling and if the interface between multicultural and career competence encompassed all possible combinations. Many of the competencies are already a part of exist- ing courses (e.g., basic communication skills) in counselor education programs. It is unlikely that counselors-in-training will develop dual competency (multicultural and career) as a result of exposure to one course in multicultural counseling and another in career development. Mastering all of these compe- tencies requires continued attention to the interface between them in all aca- demic courses as well as in field experiences and internships. A systematic emphasis on counselor self-awareness is a prerequisite for applying essential knowledge and skills identified in both sets of competencies. Students can develop such a system only if self-introspection is required in each course. Integrating multicultural and career issues into courses on theories, consultation, ethics, developmental school counseling, and family counseling is relatively easy to accomplish if trained faculty members require students to complete additional readings, develop activities for each class session that include multicultural and career issues, and use case examples (California School of Professional Psychology, 1994; Ridley, Mendoza, & Kanitz, 1994). An excellent example of such integration is Krumboltz, Jackson, Ranieri, and Yeh’s (1999) descrip- tion of a course titled “Career and Personal Counseling in Culturally Diverse Settings” (p. 66). In this non-competitively graded course, students were re- quired to engage in a supervised practicum, role-played culturally different clients, and participated in computer dialogue (e.g., online chats).
Instruction in counseling programs has traditionally incorporated “low-tech” media-for example, videotapes and transparencies. Of the many complex approaches that are possible for teaching the career and multicultural compe- tencies simultaneously, we focus on two: case examples and the use of limited technology. One of the most useful and most portable approaches to training is that of the case study. Over time, a case study approach will help students develop an awareness and working knowledge of all of the competencies. Also, the use of technology may be helpful in early training, especially when expo- sure to culturally different clients is limited.
TEACHING STRATEGIES USING CASE EXAMPLES
Instructors who use a case study approach to teaching the interface between multicultural and career competencies can enhance students’ understanding by using activities and discussions that focus on self-examination and relate to applicable competencies. Such a case study example is presented in the Appen- dix. The student’s task would be to combine a single competency for career counseling with a single competency for multicultural counseling. For example, students may be asked to use the multicultural competency of “counselor
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awareness of own cultural values and biases” and to determine how that compe- tency is achieved in tandem with the career competency area of “information and resources.”
There are a many ways that case studies can be useful to students. Be- cause our proposed training model focuses on both career and multicultural competence, each case example would be accompanied by an example of how a multiculturally skilled career counselor would demonstrate the two competency areas. The Appendix is also an example of the application of the two competencies. This case application presents the counselor’s (Alice) multicultural career counseling competence regarding the three dimensions of counselor awareness in the multicultural domain and information/resources performance indicators in the career domain. In the multicultural competency of counselor awareness, the focus is on knowledge, under which there are three behaviors (i.e., knowledge of heritage and normality, oppression and privi- lege, and communication). These behaviors are addressed as they apply to the five career performance indicators listed under “information and resources.” The Appendix illustrates the juxtaposition of these competencies as they relate to Alice’s work with Jose.
Students can be expected to adopt the competencies if they are involved in designing their own counseling strategies; therefore, it is important for contex- tual learning to take place to let them experiment with their own ideas before the example is shared with them. This kind of brainstorming strategy may be used when students are more advanced and have begun participating in group supervision of practicum and prepracticum courses. Students may then use their own clients as case examples and focus on the multicultural and career competencies that they want to develop and integrate.
When competencies are understood, modeling and role-playing are appro- priate to develop more efficient skills for counselor-client interaction. The ideal would be to use supervision of a diverse learning group to provide a variety of potential client reactions to the participants’ practice of multiple counselor responses.
TEACHING STRATEGIES USING VIDEOTAPES AND SIMULATIONS
Some instructors are more comfortable using low-tech rather than high-tech instructional approaches. Descriptions of some relevant resources follow.
Videotapes. In the past, counseling educators have incorporated low-tech video- tapes and other visual aids (e.g., transparencies) in their courses. Although career issues generally have not been addressed in such videotapes, the instruc- tor can expand any client scenario so that focus can be placed on career- related issues. For example, a videotape that deals with counseling women regarding career issues, particularly the career issues of African American clients, may be useful in career counseling courses (Gluckstern & Ivey, 1999).
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Murphy and Dillon (1998) developed a text and videotape that demonstrated the clinical interviewing skills of culturally diverse clinicians and a physically challenged counselor. Their Interviewing in Action: Process and Practice instruc- tional package is useful as stimulus material to illustrate a sequence of inter- views by clinicians. Two sequences of counseling sessions include some career issues, but instructors can extend these sessions by using additional case mate- rial or role-play options to integrate related career issues when such matters are not dealt with adequately in the vignettes. For example, it is clear that difficulties with anger, depression, and anxiety are likely to be associated with some workplace difficulties. There are also other products that incorporate multicultural images that inspire instructors to address multicultural compe- tencies in their courses. For example, videotapes are available that show the use of helping skills to integrate multicultural issues, level of cultural identity development, and locus of control (e.g., individual, family, group) with cultur- ally diverse clients (see, e.g., Ivey, Gluckstern, & Ivey, 1999a, 1999b).
Simulations. Simulations and computer-generated simulations are both useful in stimulating learning with case study approaches to instruction. These simulations may be extensions of written case examples of situations in which the counselor- client dynamics interface with several specific competencies from the MCCs and the CCCs. When cultural diversity is lacking among participants in an educational activity, simulation can stimulate meaningful learning experiences (Pedersen, 1997; Pedersen & Ivey, 1993). An excellent simulation activity for increasing multicultural awareness with culturally homogeneous trainees was developed by Pedersen and Ivey. In this simulation, students assume the charac- teristics of four synthetic cultures and can role-play career issues while staying in character with their synthetic culture assignment.
High-tech strategies. Generally, high-tech instructional materials involve the use of the computer for either instructor-controlled presentations or self-paced, student-interaction software. The CD-ROM that was produced by the Career Development Training Institute (Larrabee, Alexander, & Patterson, 1995) in- tegrates digitized video segments, graphics, animation, color still pictures, dialogue, and narrative information in an instructor-controlled format for use in career development teaching. The 10th module on multicultural career issues includes clients who are African American, Asian, and Latino; the mod- ule also includes one scenario in which the male counselor is from a Middle Eastern country. The module contains four learning scenarios in which there is an adult Hispanic male, an Asian male college student, a female African Ameri- can high school student, and a small group of elementary students. The instructor’s manual (Band, Larrabee, & Lesley, 1995) for the CD-ROM includes suggestions that instructors can use to increase the relevance of the scenarios to multicultural career counseling.
CD-ROM technology is integrated into text packages to provide digitized video vignettes to which students can gain access easily with a click of the
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computer mouse. One example is Haney and Leibsohn’s (1999) package, which includes workbook text, videotape, and CD-ROM (Kaufman, 1998) with vi- gnettes and exercises for students. The vignettes seem to focus on client prob- lems that are not related to career issues; in each case, however, the counsel- ing sessions could be extended in a case study format to relate each client’s issues to the impact of the situations on the client’s career development. In these sessions, counselor diversity is portrayed by including White, African American, and Latina women as well as White men. Clients include an Afri- can American man, an Asian woman, and an elderly White woman. Instruc- tors who use multimedia approaches to teaching can offer their students a stimulating context in which to learn the integration of the multicultural and career competencies. Larrabee and Blanton (1999) obtained positive results in a pilot project using multimedia techniques (e.g., videotapes, videodisk movie segments, computer animation, color transparencies, experiential activities) that enhanced the learning of career development content by counselors-in- training. Students who participated in an intensive summer course in which team teaching and a variety of media options were used yielded student evalu- ations that were consistently higher than 4 on a 5-point scale of effectiveness. That pilot project, conducted by the Career Development Training Institute, was the basis on which the CD-ROM, Facilitating Career Development, was developed (Larrabee et al., 1995).
Videotapes and CD-ROM simulations of diverse participants in multicultural career development scenarios are also quite useful when supervisors may be un- comfortable with their own levels of competence in either the multicultural or career counseling competencies. Perhaps a desirable goal is for professional groups to contribute both their expertise and financial resources to developing such simu- lation products and to providing incentives to receive training in their use.
c o n i o n There is a growing need for competent multicultural and career counseling services for diverse populations. Personal flexibility is needed to attain compe- tence in both multicultural and career counseling. It is undeniable that coun- selors need to attain competency simultaneously in multicultural and career counseling to prepare them for current challenges and those expected in the twenty-first century. Of the many impediments to achieving this goal, the most striking is that many counselor educators “have never been trained to work with populations of diversity . . . [and that] a strong ego, stubbornness and privilege . . . breeds students with the same types of attitudes and privileges” (Ridley, Espelage, & Rubenstein, 1997, p. 161). Thus, there is a critical need for counselor educators and supervisors to receive multicultural training. Sec- ond, although educators can facilitate meaningful self-assessment and learn- ing of each of the 11 career counseling competency areas through cooperative
JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT. January 2002 Vol. 30 31
group activities when the group is culturally diverse, this ideal situation is unre- alistic for many educational settings. Some counseling programs are located in isolated areas and do not have a culturally diverse student body nor is there easy access to a culturally diverse clientele. Therefore, the emphasis of career devel- opment instruction generally begins with knowledge about the career compe- tency areas followed by skill development and remains relatively unchanged with regard to multicultural self-examination and its systematic exploration. It is likely that the need for both preservice and in-service education of counselors and counselor educators and supervisors will continue for some time before the competencies identified by AMCD and NCDA are successfully achieved.
Ongoing research is needed to test and improve the strategies suggested in this article. Preliminary work has been done on some of the instructional methods. More extensive research is needed to test the efficacy of these strategies on larger and more diverse populations of counselors and counselors-in-training. Also, it would be interesting to test how new technological approaches to teaching (e.g., teleconferences, distance learning classes, Web-based courses) can facili- tate students’ learning of the MCCs and the CCCs.
At least four professional counseling organizations (i.e., ACA, ACES, AMCD, NCDA) are disseminating documents to assist educators and counselors in achieving and maintaining competence in both domains. As members of these professional groups participate in preservice and in-service education, it is anticipated that effective methods of instruction may require new resources to stimulate and guide meaninglid mastery of multicultural counseling competence, both in effective career development instruction and in service delivery. We support the conclusion of Blustein and Noumair (1995) that “innovative ideas emerging from recent theory and research on the self and identity” (p. 440) are appropriate in the career development domain. Similarly, we conclude that the interface between multicultural and career counseling competencies needs to be augmented, for implementation purposes, to extend learning beyond the parameters of tradi- tional courses. Such a course of action seems necessary and ongoing “as cultural and economic contexts continually reshape the nature of both our intrapersonal experiences and career lives” (Blustein & Noumair, 1995, p. 440). The com- petent counselor of the twenty-first century must be educated to meet the challenges of both multicultural and career counseling with diverse clientele in many different settings.
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ing B Development, 70, 6-12.
34 JOURNAL OF MULTICULTURAL COUNSELING AND DEVELOPMENT January 2002 Vol. 30
1x
CASE STUDY
Alice, a career counselor in a community agency, is a 27-year-old White mar- ried woman with no children. She has been assigned to counsel a 27-year-old married F'uerto Rican male client whose name is Jose. Jose has a stay-at-home wife and two children, and they are expecting another child within 2 months. Jose was referred to the agency because his employer is outsourcing his area of work to a private company. Jose managed the work of 12 maintenance work- ers for his employer's building. Each employee affected by the outsourcing was assigned a counselor to help obtain other employment. Table 1 illustrates the competencies Alice uses in both multicultural and career counseling. The superscript letters in the table refer to the exact competencies involved, which are given in the specific notes of the table.
JOURNALoFMULTlCULTURAL COUNSELING AND DEVELOPMENT January 2002 Vol. 30 35
TAB
LE 1
Illus
trat
ion
of I
nfor
mat
ion
and
Res
ourc
es R
egar
ding
the
Car
eer
Com
pete
ncy
and
Mul
ticul
tura
l C
ompe
tenc
y of
Cou
nsel
or A
war
enes
s of
Ow
n C
ultu
ral V
alue
s an
d B
iase
s
Car
eer
Info
rmat
ion
Mul
ticul
tura
l A
war
enes
s D
imen
sion
s R
esou
rce
and
Per
form
ance
Indi
cato
r H
erita
ge a
nd N
orm
ality
” O
ppre
ssio
n an
d P
rivi
lege
b C
omm
unic
atio
n’
Edu
catio
n an
d tr
aini
ngd
Alic
e un
ders
tand
s th
e lo
ng h
isto
ry
Alic
e re
aliz
es th
at s
he b
enef
ited
from
A
lice
real
izes
how
impo
rtan
t it
is fo
r th
at h
er f
amily
has
in th
is c
ount
ry
havi
ng e
duca
ted
pare
nts
who
wer
e he
r to
dis
cuss
em
ploy
men
t st
atis
- an
d re
aliz
es th
at h
er c
ultu
ral d
efi-
read
ily a
ccep
ted
by t
he d
omin
ant
tics
with
Jos
e w
ithou
t ap
pear
ing
to
nitio
n of
wha
t is
“Am
eric
an”
is e
x-
cultu
re a
nd th
at b
ecau
se o
f her
race
, be
cond
esce
ndin
g; s
he m
ust d
o th
is
trem
ely
limite
d. S
he h
as r
evie
wed
sh
e w
as a
utom
atic
ally
acc
epte
d.
in a
way
that
allo
ws
Jose
to a
ccep
t w
hat
she
has
been
taug
ht a
bout
S
he r
ealiz
es th
at th
is is
a p
rivile
ge
the
info
rmat
ion
from
a W
hite
wom
an.
wha
t is
norm
al a
bout
am
bitio
n an
d th
at m
any
Latin
os d
o no
t hav
e. S
he
She
is a
ble
to a
dapt
her
com
mun
i- ta
lent
as
wel
l as
wha
t sh
e w
as
unde
rsta
nds
that
rac
ism
and
dis
- ca
tion
styl
e in
a m
anne
r tha
t sho
ws
taug
ht a
bout
ind
ivid
uals
who
are
cr
imin
atio
n of
ten
keep
mem
bers
of
resp
ect f
or a
man
who
has
wor
ked
empl
oyed
in m
aint
enan
ce w
ork.
She
m
any
ethn
ic g
roup
s ou
t of s
ome
jobs
ha
rd a
nd h
as h
eld
a su
perv
isor
y w
ill n
eed
to e
xam
ine
any
nega
tive
and
keep
them
in o
ther
s.Th
is k
now
l- po
sitio
n in
mai
nten
ance
wor
k, w
hich
La
tino
ster
eoty
pes
she
has
lear
ned
edge
mig
ht m
odify
any
feel
ings
she
al
low
s hi
m to
sup
port
his
fam
ily w
ell.
abou
t the
ir w
ork.
m
ay h
ave
abou
t Lat
inos
. A
lice
has
reac
hed
the
auto
nom
y st
age
of
Whi
te r
acia
l ide
ntity
, w
hich
mea
ns
she
valu
es a
ll ra
ces a
nd c
ultu
res
and
striv
es t
o un
ders
tand
mor
e ab
out
hers
elf a
nd o
ther
s.
Com
mun
ity a
nd
prof
essi
onal
reso
urce
se A
lice
has e
xplo
red
her p
revi
ous l
earn
ing,
A
lice
is a
war
e th
at b
ecau
se o
f Whi
te
Alic
e re
aliz
es th
at a
dapt
ing
her c
om-
whi
ch h
assh
aped
her
valu
es,a
ttitu
des,
pr
ivile
ge, s
he h
as n
ever
had
to s
eek
mun
icat
ion
styl
e m
ay n
ot b
e en
ough
an
d bi
ases
reg
ardi
ng w
orki
ng w
ith
out o
rgan
izat
ions
that
ser
ve e
thni
c w
hen
it it
com
es to
wor
king
with
the
com
mun
ityag
enci
esth
atse
rve L
atin
os.
min
ority
gro
ups.
How
ever
, she
has
co
mm
unity
. S
he k
now
s ve
ry l
ittle
S
he r
ealiz
es th
at th
ere
is r
esen
tmen
t do
ne s
o to
dev
elop
her
cur
rent
ap-
S
pani
sh a
nd,
to c
omm
unic
ate
ef-
in h
er c
ultu
re a
bout
the
spec
ial t
reat
- pr
ecia
tion
of d
iffer
ent
cultu
res.
It
fect
ivel
y, m
ay n
eed
an in
terp
rete
r m
ent t
hat m
inor
ities
rece
ive
beca
use
help
s he
r re
aliz
e w
hat
it is
like
to
whe
n sh
e ap
proa
ches
com
mun
ity
(tabl
e co
ntin
ued
on n
ext p
age)
TAB
LE 1
(Con
tinu
ed)
Illus
trat
ion
of I
nfor
mat
ion
and
Res
ourc
es R
egar
ding
the
Car
eer
Com
pete
ncy
and
Mul
ticul
tura
l C
ompe
tenc
y of
Cou
nsel
or A
war
enes
s of
Ow
n C
ultu
ral V
alue
s an
d B
iase
s
Car
eer
Info
rmat
ion
Mul
ticul
tura
l A
war
enes
s D
imen
sion
s R
esou
rce
and
Per
form
ance
Ind
icat
or
Her
itage
and
Nor
mal
ity"
Opp
ress
ion
and
Priv
ilege
b C
omm
unic
atio
n'
Com
mun
ity a
nd
it is
thou
ght t
o be
unf
aira
nd to
give
them
be
an
outs
ider
in
a co
mm
unity
tha
t or
gani
zatio
ns. S
he a
lso
real
izes
that
pr
ofes
sion
al re
sour
cese
un
war
rant
edad
vant
ages
.Alth
ough
she
cate
rs o
nly
to in
side
rs. S
he r
ecog
- sh
e m
ay n
eed
to p
rovi
de c
lient
s w
ith
(con
tinue
d)
know
s tha
t the
cultu
ral a
ttitu
des t
owar
d ni
zes t
hat s
he s
till m
ay b
ecom
e fru
s-
info
rmat
ion
in la
ngua
ges
othe
r tha
n La
tinos
that
are
pre
vale
nt in
her
up-
tra
ted
with
Lat
ino
indi
vidu
als
wor
k-
Eng
lish,
esp
ecia
lly w
hen
they
mus
t br
ingi
ng ar
e un
foun
ded,
Alic
e re
mai
ns
ing
in o
rgan
izat
ions
who
mig
ht tr
eat
inte
ract
with
ind
ivid
uals
in
othe
r aw
aret
hatth
ere m
ayst
ill be
unex
plor
ed
her a
s an
intru
der.
agen
cies
. bi
ases
tow
ard
Latin
os th
at s
he m
ay e
n-
coun
ter w
hile
wor
king
with
Lat
ino a
gen-
ci
es. S
uch
bias
es m
ay in
clud
e the
be-
lie
f tha
t Lat
inos
shou
ld st
ay in
low
-leve
l se
rvic
e oc
cupa
tions
bec
ause
of t
heir
diffi
culty
with
the
Eng
lish
lang
uage
.
Alic
e w
as r
aise
d to
bel
ieve
that
whe
n A
lice
is a
war
e of
the
ine
qual
ity o
f th
ere
are
child
ren a
t hom
e, th
e m
othe
r's
wom
en in
soci
ety.
She
has
suf
fere
d on
ly jo
b is
to c
are
for
them
-a
valu
e fro
m d
iscr
imin
atio
n an
d se
xual
ha-
sh
e no
w re
ject
s be
caus
e sh
e be
lieve
s ra
ssm
ent a
nd s
trong
ly s
uppo
rts g
en-
it is
nor
mal
for
two
peop
le to
wor
k de
r equ
ity. S
he re
aliz
es th
at h
er b
e-
outs
ide
the
hom
e.S
he k
now
s tha
t she
lie
fs m
ay b
e a
resu
lt of
her
pos
ition
w
ill ne
ed to
be
awar
e of
mak
ing
nega
- of
priv
ilege
. She
als
o kn
ows t
hat h
er
tive
eval
uatio
ns of
Jos
e's
fam
ily o
n th
e fe
min
ist
belie
fs a
re n
ot h
eld
by a
ll ba
sis
of h
er n
ew v
alue
s. S
he w
as a
lso
clie
nts
or a
ll cu
lture
s: th
eref
ore,
she
Cha
ngin
g ro
le o
f m
en
and
wom
en'
taug
ht th
at o
ne s
houl
d no
t hav
e m
ore
child
ren t
han
one
can
affo
rd to
feed
, a
valu
e sh
e st
ill h
olds
bec
ause
she
is
wai
ting
to h
ave
child
ren u
ntil s
he is
able
to
sup
port
them
.
will
not
im
pose
her
-id
eas
on J
ose
and
his
fam
ily.
(tabl
e co
ntin
ued
on n
ext p
age)
TAB
LE 1
(Con
tinue
d)
Illus
trat
ion
of I
nfor
mat
ion
and
Res
ourc
es R
egar
ding
the
Car
eer
Com
pete
ncy
and
Mul
ticul
tura
l C
ompe
tenc
y of
Cou
nsel
or A
war
enes
s of
Ow
n C
ultu
ral V
alue
s an
d B
iase
s
Car
eer
Info
rmat
ion
Mul
ticul
tura
l Aw
aren
ess
Dim
ensi
ons
Res
ourc
e an
d P
erfo
rman
ce I
ndic
ator
H
erita
ge a
nd N
orm
ality
' O
ppre
ssio
n an
d P
rivile
geb
Com
mun
icat
ion'
Com
pute
r ke
g
Bec
ause
Alic
e's
fam
ily h
as a
lway
s Va
l- A
lice
real
izes
that
she
is p
rivile
ged
to
ued
educ
atio
n, s
he b
elie
ves t
hat i
t is
have
kno
wle
dge
of a
nd a
cces
s to
no
rmal
for
indi
vidu
als
to h
ave
com
- co
mpu
ters
beca
use o
f her
edu
catio
n,
plet
ed so
me
form
al e
duca
tion.
She
re-
train
ing,
em
ploy
men
t, an
d so
cioe
co-
aliz
es th
at th
is m
ight
not
be
true
for
nom
ic s
tatu
s. S
he k
now
s tha
t the
rea-
al
l cul
ture
s and
that
she
sho
uld
liste
n so
n w
hy e
thni
c min
ority
clie
nts
do n
ot
to h
er c
lient
to d
eter
min
e hi
s vi
ews
have
suc
h pr
ivile
ges
may
be
due
to
on e
duca
tion.
Alic
e al
so b
elie
ves t
hat
raci
sm a
nd o
ppre
ssio
n in
the
labo
r co
mpu
ter k
now
ledg
e is
ess
entia
l for
m
arke
t, w
hich
hav
e ke
pt th
eir w
ages
ed
ucat
ing
indi
vidu
als
for
futu
re e
m-
low
and
hav
e pr
even
ted
indi
vidu
als
ploy
men
t. A
lice
know
s th
at J
ose
is a
fro
m g
aini
ng a
cces
s to
tech
nolo
gy.
high
scho
ol d
ropo
ut a
nd s
he fe
ars
that
he
is d
efic
ient
in b
asic
ski
lls.T
his
be-
lief m
ay in
fluen
ce w
heth
er o
r not
she
w
ill e
ncou
rage
him
to e
xplo
re c
om-
pute
r-as
sist
ed co
unse
ling
prog
ram
s.
She
wan
ts to
be
care
ful,
how
ever
, not
to
mak
e th
is d
ecis
ion
for J
ose.
Alic
e re
aliz
es th
at c
ompu
ters
requ
ire
a kn
owle
dge
of te
rms
that
may
be
unfa
mili
ar to
her
clie
nt. I
t is
impo
r-
tant
for h
er to
edu
cate
Jos
e ab
out
the
com
pute
r in
a w
ay h
e w
ill g
et
the
mos
t fro
m it
.
a"C
ultu
rally
skill
ed c
ouns
elor
s ha
ve s
peci
fic k
now
ledg
e ab
out t
heir
own
raci
al a
nd c
ultu
ral h
erita
ge a
nd h
ow it
per
sona
lly a
nd p
rofe
ssio
nally
af
fect
s th
eir d
efin
ition
s of
and
bia
ses
abou
t nor
mal
ityla
bnor
mal
ity, a
nd th
e pr
oces
s of
cou
nsel
ing"
(Arr
endo
ndo
et a
l., 1
996,
p. 5
9). b
"Cul
tura
lly
skill
ed c
ouns
elor
s po
sses
s kn
owle
dge
and
unde
rsta
ndin
g ab
out h
ow o
ppre
ssio
n, ra
cism
, dis
crim
inat
ion,
and
ste
reot
ypin
g af
fect
them
per
son-
al
ly a
nd in
thei
r w
ork.
Thi
s al
low
s in
divi
dual
s to
ack
now
ledg
e th
eir
own
raci
st a
ttitu
des,
bel
iefs
, and
feel
ings
. Alth
ough
this
sta
ndar
d ap
plie
s to
all
grou
ps, f
or W
hite
cou
nsel
ors
it m
ay m
ean
that
they
und
erst
and
how
they
may
hav
e di
rect
ly o
r in
dire
ctly
ben
efite
d fro
m in
divi
dual
, ins
titu-
tio
nal,
and
cultu
ral r
acis
m a
s ou
tline
d in
Whi
te id
entit
y de
velo
pmen
t mod
els"
(A
rred
ondo
et
al.,
1996
, p.
59).
c"C
ultu
rally
skill
ed c
ouns
elor
s po
sses
s kn
owle
dge
abou
t the
ir so
cial
impa
ct on
othe
rs. T
hey
are
know
ledg
eabl
e ab
out c
omm
unic
atio
n st
yle
diffe
renc
es, h
ow th
eir s
tyle
may
(ta
ble
cont
inue
d on
nex
t pag
e)
TAB
LE 1
(Con
tinu
ed)
Illus
trat
ion
of I
nfor
mat
ion
and
Res
ourc
es R
egar
ding
the
Car
eer
Com
pete
ncy
and
Mul
ticu
ltur
al
Com
pete
ncy
of C
ouns
elor
Aw
aren
ess
of O
wn
Cul
tura
l Val
ues
and
Bia
ses
(Con
tinue
d) c
lash
with
or f
oste
r the
cou
nsel
ing
proc
ess
with
per
sons
of
colo
r or
oth
ers
diffe
rent
from
them
selv
es . .
. and
how
to a
ntic
ipat
e th
e im
pact
it m
ay h
ave
on o
ther
s" (
Arr
edon
do e
t al.,
199
6, p
. 60)
. *K
now
ledg
e of
edu
catio
n, tr
aini
ng, a
nd e
mpl
oym
ent t
rend
s; la
bor
mar
ket
info
rmat
ion
and
reso
urce
s th
at p
rovi
de in
form
atio
n ab
out j
ob t
asks
, fun
ctio
ns,
sala
ries,
req
uire
men
ts, a
nd fu
ture
out
look
s re
late
d to
bro
ad
occu
patio
nal f
ield
s an
d in
divi
dual
occ
upat
ions
" (N
CD
A, 1
992,
p. 3
83).
""K
now
ledg
e of
com
mun
ity/p
rofe
ssio
nal r
esou
rces
to a
ssis
t cl
ient
s in
ca
reer
/life
pla
nnin
g, in
clud
ing
job
sear
ch" (
NC
DA
, 199
2, p
. 383
. F'K
now
ledg
e of t
he c
hang
ing
role
s of
wom
en a
nd m
en a
nd th
e im
plic
atio
ns fo
r w
ork,
edu
catio
n, fa
mily
and
leis
ure"
(NC
DA
, 19
92, p
. 383
). g"
Kno
wle
dge
of a
nd a
bilit
y to
use
com
pute
r-ba
sed
care
er in
form
atio
n de
liver
y sy
stem
s (C
IDS
) and
com
pute
r-as
sist
ed c
aree
r gu
idan
ce s
yste
ms"
(NC
DA
, 19
92, p
. 383
).