A critical look at minority student preparation to counsel white clients

The purpose of this study was to explore how minority students are prepared to counsel White clients in two Predominantly White Institutions (PWIs). Engaging in a critical exploration of the experiences of minority students allowed the personal stories to create a consciousness which could lead to programmatic change. The paucity of research addressing the minority counselor/White client dyad lends viability to this study. This study used methods consistent with the critical research, including individual interviews and artifact collection. All data were analyzed through the lens of Critical Race Theory and Whiteness in an effort to conceptualize the role of race and racism on the minority student\u27s preparation to counsel White clients. Data analysis revealed nine themes suggesting collectively that relevant curriculum focusing on the minority student/White client dyad is lacking, and that a colorblind curriculum is used to address cross-cultural interactions. Data also revealed that minority students in counseling experience microaggressions in the form of racial stereotyping, racism, and being silenced in their programs. Consequently, the students must often resort to conforming to White norms, altering how they communicate, and trying to be a model minority when working with White clients. to address these difficulties, the participating minority students and faculty members explained that minority students need to find counter spaces and programs need to increase cultural sensitivity of white faculty members. These themes allowed for the emergence of an understanding of minority students preparation to counsel White clients at two PWIs

Relational-Cultural Theory and Reality Therapy: A Culturally Responsive Integrative Framework

The authors propose an integration of relational-cultural theory and reality therapy. The authors contend that the traditional assumptions of reality therapy are consistent with the relational aspects of relational-cultural theory and together provide a culturally responsive approach for diverse clients. The authors also include an overview of the 2 theories as well as highlight the convergences and divergences. In addition, the authors present a case illustration depicting the integration method in practice

Critically Examining Black Students’ Preparation to Counsel White Clients

Abstract This study explored how Black students are prepared to counsel White clients in two predominantly White universities. Data analysis revealed five themes, which exposed Black students’ preparation experiences: (a) relevant content excluded, (b) stereotyping experienced, (c) authenticity challenged, (d) counter spaces should be included, and (e) cultural sensitivity of faculty warrants increase. The authors discuss implications of the study’s findings for educators as well as limitations and recommendations for future research

Multicultural and Social Justice Training in Doctoral Counseling Programs: A Phenomenological Study

Multicultural and social justice are central values of the counseling profession. However, it is unclear how doctoral training advances counselor education students\u27 multicultural and social justice competence and what deficits might exist. The researchers addressed this gap by conducting a phenomenological study of multicultural and social justice training experiences with ten doctoral counselor education students. The researchers identified three themes: limited multicultural integration, methods of compensation, and experiencing growth. The researchers also identified subthemes that explained how doctoral students prepared themselves to be multicultural and social justice competent through self-study, collaborative learning, and role-taking experiences despite often perceiving gaps in their coursework. Finally, the researchers discuss implications and suggestions for future research

Phenomenological Experiences of Masters Students with University-Based Supervisors using a Cognitive Development Process

The researchers qualitatively investigated the individual supervision experiences of nine masters’ students who were supervised by university-based supervisors, who used a cognitive developmental supervision process. The participants indicated that supervisors using Deliberate Psychological Education (a) provided a supportive environment, (b) cultivated counselor identity development, (c) encouraged personal growth, and (d) offered a space for concurrent development. The authors discuss the implications and limitations for counselor educators and clinical supervisors

School Counselor Use of Narrative Therapy to Support Students of Color Transitioning from an Alternative School Setting

The authors propose a collaborative application of narrative therapy utilizing the school counselor, teachers, and parents to support students of color transitioning from an alternative school setting. Research indicates that students of color transitioning from alternative settings often face stigma and marginalization by teachers and peers. The authors contend that school counselors can use this collaborative narrative approach to support students to create new narratives within a supportive environment. Included is an illustration demonstrating the application of the collaborative narrative therapy process

Asian and Latino Students’ Preparation to Counsel White Clients: A Critical Perspective

Most cross-cultural training research has focused on training students to work with clients of color, with little research specifying how programs prepare Asian and Latino students to experience cross-cultural interactions with White clients as well as the unique challenges they encounter when counseling white clients. This presentation will present qualitative findings and provide practical and research implications