Multicultural Counseling Competence Training: Adding Value With Multicultural Consultation

ABSTRACT

This study addresses the culturally responsive training process and highlights the integration of multicultural competence building in counseling consultation. Consultation was structured as client-centered case consultation. Before and after the intervention, clinician competence was assessed with the California Brief Multicultural Counseling Competence Scale (CBMCS). Half the clinicians were trained in a culturally responsive model of cognitive behavior therapy (CR-CBT) while the other half were trained in traditional cognitive behavior therapy (CBT). All clinicians participated in weekly client-centered case consultation. The change in CBMCS scores was analyzed and a case study of the sessions comparing two clinicians was completed. The combination of direct training in culturally responsive treatment and case consultation led to significantly greater cultural competence for clinicians in the CR-CBT group. The findings indicate that an intentional effort is required for integrating cultural factors into treatment—one cannot rely solely on the client to acknowledge cultural factors in therapy.

Funding

This research was supported by a grant from the University of Washington, Royalty Research Fund.

Additional information

Funding

This research was supported by a grant from the University of Washington, Royalty Research Fund.

Notes on contributors

Janine M. Jones

Janine M. Jones, PhD, NCSP, is an Associate Professor and Director of the School Psychology Program at The University of Washington. She is a licensed psychologist and nationally certified school psychologist who earned her doctoral degree from the University of Texas at Austin. Her research and scholarship focuses on multiculturalism and culturally inclusive services for children in schools.

Kristin Kawena Begay

Kristin Kawena Begay, MEd, NCSP, is a doctoral candidate in the School Psychology Program at The University of Washington. Her career as a classroom teacher, counselor, and school psychologist has focused on working with indigenous populations, including Native American and Pacific Islander. Her research interests focus on effective teaching strategies and appropriate diagnostic techniques for diverse populations.

Yoko Nakagawa

Yoko Nakagawa, MEd, NCSP, is a doctoral candidate in the School Psychology Program at The University of Washington. She is a nationally certified school psychologist who is currently working part-time in Federal Way School District, WA, and working on her predoctoral internship at MultiCare Good Samaritan Hospital, Behavioral Health.

Molly Cevasco

Molly Cevasco, EdS, MEd, BCBA, NCSP, is a doctoral student in the School Psychology Program at The University of Washington and is a school-based behavior consultant. She earned her Education Specialist degree in School Psychology from The University of Washington and is a board certified behavior analyst and nationally certified school psychologist. Her research focuses on culturally-relevant, trauma-informed practices for students with emotional and behavioral disabilities.

Janelle Sit

Janelle Sit, EdS, is a school psychologist in California. She earned her BA in Psychology/Law and Society from the University of California, Riverside and her EdS in School Psychology from The University of Washington. She is a member of the National Association of School Psychologists.

Note: The authors report that to the best of their knowledge neither they nor their affiliated institutions have financial or personal relationships or affiliations that could influence or bias the opinions, decisions, or work presented in this article.