Journal of Multicultural Counseling and Development最新文献

The underutilization of mental health services by Chinese individuals in the United States is concerning. In this study, we examined Chinese individuals’ help-seeking intentions utilizing the theory of planned behavior. Two hundred fifty-one participants were recruited for this study. The results revealed that help-seeking attitudes (β = 0.28, p < 0.001), perceived behavioral control (β = 0.21, p < 0.001), and subjective norms (β = 0.13, p < 0.001) were found to be significant predictors of help-seeking intentions. The implications of the results are discussed.

Study abroad is becoming increasingly common for multicultural immersion in counselor education programs. However, little is known about students who immerse themselves within their own culture. This study used a phenomenological approach to examine the experiences of nine female counseling students of Mexican descent who took part in a study abroad program in Mexico. Three themes emerged from the data (identity, privilege, and reflection). Implications for counseling study abroad programs and multicultural education are provided.

No counseling research exists about how otherfathering affects Black men's wellness. Black otherfathering has been primarily studied in schools as one of many expectations for Black male teachers. A review of research about the relationship between fathering, otherfathering, and mental health in Black men is presented and concludes with a rationale for more research about Black otherfathering as a potential protective factor for Black men's mental health.

This study describes the development and validation of a 32-item instrument to assess the multicultural counseling competencies of 508 Malaysian professional counselors. Exploratory factor analysis identified five underlying factors of multicultural counseling competency (MCC), and this five-factor model of MCC, confirmed by confirmatory factor analysis, has more than the three dimensions proposed in the literature. These findings provide strong evidence for construct validity and encourage the use of this instrument among counselors.

This study utilized a phenomenological approach to explore how women of color (N = 7) engage in mindfulness practices to improve their psychosocial well-being, specifically as it relates to identity development and belongingness. Five themes emerged: awareness of mind–body connection, resilience in the face of discrimination, empathic perspective-taking, awareness of internalized biases, and global sense of belonging. Implications for counselors and future research are discussed.

This study assessed the impacts of an (elaborated) imagined contact intervention (eICI) with graduate-level counseling students (N = 38) in a multicultural counseling course. Participant levels of intergroup anxiety were assessed, comparing those who completed an eICI versus those who did not. Intergroup anxiety decreased for both groups over time, albeit with a greater immediate reduction for those who received the ICI. Qualitative commentary suggests specific student learning from the activity.

The present study is a qualitative investigation of the voices of counseling graduate trainees (n = 76) in response to a multicultural competence training on racial microaggressions. The didactic and experiential training included readings, lecture, videos, large and small group discussions, and skills practice sessions. Upon completion of the training, trainees in individual and group counseling skills classes responded to open-ended questions in journals. These journals were subsequently analyzed using consensual qualitative research-modified, and responses were examined according to race/ethnicity (i.e., trainees of color vs. White trainees). Four primary domains emerged from the analysis: difficult, most and least helpful aspects of training, and racial-cultural identity influences on training. Recommendations for future training are presented, along with salient patterns that emerged from the voices of trainees of color and White trainees.

An interpretative phenomenological analysis explored the experiences of former Chinese international students trained as counselors in a United States-based program (n = 9), both with respect to training and work experiences upon returning to China. Themes included strong counselor identity, struggles with adapting to mental health policies in China, and complications acclimating to training in the United States. Suggestions for educators include emphasis on international education and adjustments to hiring practices.

We explored differences in distress scores at intake as well as the change in anxiety and depression scores over the course of 12 therapy sessions for Native Hawaiian and Pacific Islander (NHPI) college students. Data were collected from the Center for Collegiate Mental Health (N = 256,242). Results support the notion that NHPI college students experience anxiety and depression in therapy differently from other ethnic groups with moderate-to-large magnitudes of effect.

Findings from a previous study indicated that a career and college readiness curriculum intervention was less effective for Latinx ninth grade students than for other ethnicity cohorts. Eleven Latinx members of the treatment group in the previous study volunteered for interviews designed to better understand their career and college readiness experiences. Four themes emerged. Three of the themes had not been highlighted in the reviewed professional literature. Recommendations for practice and research are presented.