Teaching the Multicultural Counseling Competencies and Revised Career Counseling Competencies Simultaneously

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 authors 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, counseling 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 development 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]).

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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 available 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 relationship, 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 assistance 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 psychology, 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 questions 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 proposed 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

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Quarter4 (“Multicultural Career Counseling,” 1993) and elsewhere. There is increasing awareness of the lack of appropriate career development services for ethnic 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 developed 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 competencies, 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 published 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 (awareness, 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 counselors. 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 implementation 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 specific knowledge to idiosyncratic clients is key to achieving multicultural effectiveness in each career counseling competency area. In fact, integrating multicultural perspectives into career counseling is a viable approach to addressing 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 counseling 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


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 sensitivity 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 meaningful 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-


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 existing 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 competencies 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 required 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 competencies 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 exposure 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


awareness of own cultural values and biases” and to determine how that competency 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 privilege, 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 appropriate 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 videotapes and other visual aids (e.g., transparencies) in their courses. Although career issues generally have not been addressed in such videotapes, the instructor 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).


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 instructional 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 material 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 competencies 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 culturally 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 characteristics 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 module 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


computer mouse. One example is Haney and Leibsohn’s (1999) package, which includes workbook text, videotape, and CD-ROM (Kaufman, 1998) with vignettes and exercises for students. The vignettes seem to focus on client problems that are not related to career issues; in each case, however, the counseling 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 simulation 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 competence in both multicultural and career counseling. It is undeniable that counselors 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 learning of each of the 11 career counseling competency areas through cooperative

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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 development instruction generally begins with knowledge about the career competency 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 facilitate 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 traditional 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 competent 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.


1x

CASE STUDY

Alice, a career counselor in a community agency, is a 27-year-old White married 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 workers 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

).

Documents

Teaching the Multicultural Counseling Competencies and Revised Career Counseling Competencies Simultaneously