TY - JOUR
T1 - Student perspectives
T2 - Graduate education facilitation of multicultural counseling and social justice competency
AU - Collins, Sandra
AU - Arthur, Nancy
AU - Brown, Candace
AU - Kennedy, Barbara
N1 - Publisher Copyright:
© 2014 American Psychological Association.
PY - 2015/5/1
Y1 - 2015/5/1
N2 - The Critical Incident Technique (CIT) was used to gather information from master's level counseling students regarding their perceived preparedness to engage in multicultural counseling and social justice practice. Thirty-two participants provided critical incidents and responded to a series of prompts in an online survey to document the helpful and hindering aspects of their graduate education. The data analysis paralleled the Enhanced CIT three-stage inductive process for analyzing thematic content. The participants' critical incident statements were fragmented into simpler text segments representing distinct, nonoverlapping themes. More than 800 items were coded into 51 specific themes, 13 broad categories, 3 organizing domains, and 3 critical incident categories. These critical incident categories were (a) single graduate course, (b) practicum/practicum supervisor, and (b) specific learning activities. The three organizing domains described the outcomes of the participant experiences: (a) competencies facilitated, (b) barriers encountered, and (c) gaps identified. Most of the data reflected the competencies facilitated domain, indicating that students reported their multicultural and/or social justice education was generally positive, although certain barriers and gaps were identified. The data also showed that the participants' education primarily resulted from a single course design and an emphasis on awareness and knowledge of culture; however, attainment of multicultural counseling skills and attention to social justice tenets and advocacy were reported as lacking or absent from their education. Implications for counselor education are discussed.
AB - The Critical Incident Technique (CIT) was used to gather information from master's level counseling students regarding their perceived preparedness to engage in multicultural counseling and social justice practice. Thirty-two participants provided critical incidents and responded to a series of prompts in an online survey to document the helpful and hindering aspects of their graduate education. The data analysis paralleled the Enhanced CIT three-stage inductive process for analyzing thematic content. The participants' critical incident statements were fragmented into simpler text segments representing distinct, nonoverlapping themes. More than 800 items were coded into 51 specific themes, 13 broad categories, 3 organizing domains, and 3 critical incident categories. These critical incident categories were (a) single graduate course, (b) practicum/practicum supervisor, and (b) specific learning activities. The three organizing domains described the outcomes of the participant experiences: (a) competencies facilitated, (b) barriers encountered, and (c) gaps identified. Most of the data reflected the competencies facilitated domain, indicating that students reported their multicultural and/or social justice education was generally positive, although certain barriers and gaps were identified. The data also showed that the participants' education primarily resulted from a single course design and an emphasis on awareness and knowledge of culture; however, attainment of multicultural counseling skills and attention to social justice tenets and advocacy were reported as lacking or absent from their education. Implications for counselor education are discussed.
KW - Competency
KW - Counselor education
KW - Multicultural counseling
KW - Social justice
UR - http://www.scopus.com/inward/record.url?scp=84929411730&partnerID=8YFLogxK
U2 - 10.1037/tep0000070
DO - 10.1037/tep0000070
M3 - Journal Article
AN - SCOPUS:84929411730
SN - 1931-3918
VL - 9
SP - 153
EP - 160
JO - Training and Education in Professional Psychology
JF - Training and Education in Professional Psychology
IS - 2
ER -