Journal of Multicultural Counseling and Development最新文献

Utilizing a comparative research design, this study explored the perceived benefits of an interdisciplinary, multi-institutional learning community for behavioral health students, including counselors-in-training at historically Black colleges and universities. To understand the perceived benefits, the researchers examined quantitative and qualitative post-participation surveys. The findings revealed that overall, participants believed the Learning Community contributed to their development and practice, particularly those who had not yet earned an advanced degree. The Learning Community offered career capital via new knowledge, enhanced graduate training, a safe space, expanded networks, and interdisciplinary/interprofessional perspectives.

This conceptual article focuses on the Ujima Center located at Bowie State University. It illustrates Bowie State University's strong legacy of training counselors in evidence-based multicultural practices and the Ujima Center's innovative framework that promotes diversity and equity in school counseling through culturally affirming training. The Ujima Center developed four models;AFFIRM, SAFE, HEART, and GUIDE,—to provide culturally affirming training, advisement, support, and career assistance to Ujima scholars. In addition, the Ujima Center highlights how additional evidence-based components, such as multitiered systems of support, as well as mental health first aid training, help address the significant inequities in the availability of mental health services for students in K-12 schools. This conceptual article also explores implications for counselor education, research, and practice.

This emerging scholarship explores identity-concordant mentorship as a liberatory, developmental practice and a critical mechanism that supports the retention, professional advancement, and career trajectories of Black men in counselor and supervisor roles. Grounded in Black existentialism, this paper explores the identity-concordant mentorship relationship between a Black male full professor and a Black male pre-tenured assistant professor, which began at a historically Black college or university (HBCU), as a case illustration. Through this lens, identity-concordant mentorship is defined as a relationship between individuals with a shared racial and gender identity, and it emerges as a critical practice that sustains professional development while countering the “revolving door” phenomenon in counselor education and supervision (CES). Simultaneously, the case illustration of an identity-concordant mentorship relationship creates (1) a space of survival, (2) fosters perseverance amid personal and professional challenges, and (3) advances career and professional development. Significantly, this scholarship utilized a case illustration to demonstrate how identity-concordant mentorship evolves into sponsorship, serving as an organizational framework to effectively apply and sustain doctoral preparation throughout a career and promote professional development within the field.

Historically Black colleges and universities (HBCUs) are a driving force in building the pipeline of African American counselors and counselor educators. Grounded in the principles of social justice, HBCUs empower the next generation of counseling professionals with a culturally competent framework to advocate for their clients. The authors capture the history of HBCUs in the counseling profession, the importance of CACREP accreditation at HBCUs, and the challenges encountered when pursuing accreditation.

The researchers investigated two formats of site-supervision training based on the school counselor supervision model: in-person and web-based. Using a quasiexperimental pre–post design, this study examined the multicultural competency and self-efficacy of school counselor supervisors. The findings revealed significant improvements in self-efficacy regardless of the format; however, in-person training led to greater gains in multicultural knowledge and awareness. The implications of this study are discussed.

This study investigated the moderating role of resilience in the relationship between racial discrimination and perceived stress among Asian American and Pacific Islander (AAPI) counselors during the Covid-19 pandemic. Hierarchical regression analyses (N = 109) indicated that discrimination significantly predicted stress, while resilience did not exhibit a direct effect. However, resilience significantly moderated the discrimination–stress relationship. Findings underscore resilience as a protective factor and support the development of culturally responsive interventions for AAPI counselors.

Counselors frequently encounter clients or students who make prejudiced comments during counseling sessions. These comments can range from seemingly innocent remarks rooted in ignorance to deeply hurtful statements deliberately intended to harm others. Allowing such comments to go unchallenged, regardless of intent, is unethical and poses risks to both the individuals holding these beliefs and those targeted by them. Despite the importance of addressing this issue, the counseling literature offers limited guidance on how to respond effectively. This article introduces the Validate, Challenge, Request (VCR) technique as a structured approach for addressing prejudiced comments in counseling sessions. It provides case examples, sample scripts, and prompts to illustrate the application of the VCR model with diverse client and student populations. Implications for counseling practice, training, and future research are discussed.