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University of Nevada, Reno
Counseling Program 2019 Annual Report: Vital Statistics, Student Outcomes, and Program Adjustments
and
Counseling Diversity Student Survey Report and Initial Recommendations
December 15, 2019
CACREP Annual Report Brenda Freeman, Ph.D., CEP Professor and CACREP Liaison
Tricia Woodliff, Ph.D., Assistant Professor, Counseling and Educational Psychology Mona Martinez, Clinical Faculty, Counseling and Educational Psychology
Kenneth Ronquillo, Counseling Masters Student
Counseling Diversity Student Survey Report and Initial Recommendations Sibela Osmanovic, Counseling Doctoral Student Lourdes Calzada, Counseling Masters Student
Luis Garcia, Counseling Masters Student
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Table of Contents
Introduction ............................................................................................................................... 3
Vital Statistics ............................................................................................................................ 3
Enrollment, Ethnicity, and Gender ......................................................................................... 3
Program Graduates ................................................................................................................. 5
Pass Rates on Credentialing Exam ......................................................................................... 5
Retention/Completion Rates ................................................................................................... 5
Job Placement Rates ............................................................................................................... 5
Summary of Program Evaluation Results .............................................................................. 6
Program Modifications ............................................................................................................. 8
Other Program Changes......................................................................................................... 10
Summary and Forecast for 2020 ............................................................................................ 11
Counseling Diversity Student Survey Report and Initial Recommendations ........... 12
Introduction Like many academic programs with specialized accreditation, the University of Nevada
Counseling Program engages in ongoing program evaluation involving the collection of
quantitative and qualitative data which is utilized in an iterative process to inform program
improvement. The approach to program evaluation is largely informed by the 2016 standards
from the Council for Accreditation of Counseling and Related Educational Programs (CACREP).
This annual report is intended to provide students, administrators, field site supervisors, and other
key stakeholders with information about the vital statistics, program evaluation results, and
program modifications initiated between the summer of 2018 and May, 2019.
The Nevada Counseling Program is administered through the Counseling and Educational
Psychology program unit in the College of Education. The program delivers 4 CACREP-
accredited program areas:
▪ Masters of Science: School Counseling
▪ Masters of Science: Clinical Mental Health Counseling
▪ Masters of Science: Marriage, Couple, and Family Counseling
▪ Ph.D. in Education: Counselor Education and Supervision
This year’s Annual Report is followed by a program evaluation report generated by counseling
students documenting the results of a student-designed diversity survey conducted with
counseling students to identify the strengths and weaknesses of the counseling curriculum in
relation to the infusion of diversity across the curriculum. This report, co-authored by counseling
students Sibela Osmanovic, Lourdes Calzada, and Luis Garcia, describes aggregate student
responses to questions related to the inclusion of diversity, cultural knowledge, multicultural skill
training, and cultural self-awareness activities in the counseling curriculum. In the final section
the authors delineate initial recommendations for increasing the diversity focus.
Vital Statistics Vital Statistics for the University of Nevada, Reno Counseling Program are uploaded annually to
CACREP. The data below reflect the vital statistics reported to CACREP on December 1, 2019.
Enrollment, Ethnicity, and Gender Overall Enrollment. In the 2018-2019 school year, the counseling program had 74 students
enrolled amongst 4 program areas, which encompassed 62 masters students and 12 doctoral
students. The overall enrollment for the counseling program has been strong for the past several
years. In 2019 44 applicants applied to the master’s program with 22 of the applicants
accepted into the program (50% program acceptance rate). Enrollment is carefully monitored
by program faculty to align with the 1:12 faculty/student FTE ratio required by CACREP. Due to
budgetary cuts, the counseling program adjunct (LOA) faculty were reduced in the fall of 2019,
reducing the number of FTE faculty. This budgetary cut will lead to a lower acceptance rate for
applicants in the spring of 2020, necessary to keep the counseling program operating within
CACREP FTE standards. With the small number of core counseling faculty, the limited
availability of graduate assistantships, and the increased expectation under the 2016 CACREP
standards for preparation of doctoral students in five core areas, program faculty established a
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goal to limit total doctoral program enrollment to between 6 and 10 students. If more resources
become available, faculty anticipate accepting more doctoral students.
Age. The average age of the students
enrolled during the catchment period
(2013-2019) was 29.3 years old (28.9
years old for masters students and
31.7 for doctoral students).
Ethnicity. The ethnic representation
among the students was as follows:
63.5% White; 17.5% Hispanic/Latino;
2.7% Black/African American; 4%
Asian; 0% Native Hawaiian/Pacific
Islander; 4% Native American/Alaska
Native; 2.7% Multiracial; and 5.4%
who did not identify their
race/ethnicity.
As is evident in Table 1, there was a slight decrease in overall ethnic student diversity in the
Counseling Program in 2019. However, the trend over the past 5 years shows a 50% increase in
the number of ethnically diverse students. The 2019 data show that the Counseling Program is
composed of 31.1% ethnically diverse students, compared to the UNR graduate school
diversity rate of 27%.
Gender. Depicted in Table 2, the gender
composition data reveal a slow decline in the
number of male students over the past 5
years. The decline in male counseling students
is reflective of a national trend. Like the
master’s program, the Counselor Education
and Supervision doctoral strand enrollment
is female dominated, with 1 male and 8
females currently enrolled in the doctoral
program. Gender non-conforming data were
not available.
2013
2014
2015
2016
2017
2018
2019
2015 2016 2017 2018 2019
Male
Female
Table 1: Growth in Student Diversity
Table 2: Gender Composition
Program Graduates In 2019 the University of Nevada Counseling Program graduated 27 masters students and 3
Ph.D. students. The masters graduates were in the following program areas:
▪ School Counseling—9 graduates
▪ Marriage, Couple, and Family Counseling—11 graduates
▪ Clinical Mental Health Counseling—7 graduates
Pass Rates on Credentialing Exam All 27 graduates in 2019 passed the CPCE Comprehensive Examination, a 100% pass rate.
The national examination encompasses the NBCC core areas that serve as a foundation for the
practice of counseling. Data are not available on licensure exam passing rates for Clinical Mental
Health and Marriage, Couple, and Family graduates, because per state licensure laws graduates
do not take the exam until two years post-graduation or 2,000 hours of supervised clinical
practice.
Retention/Completion Rates Across all three master’s program areas, in 2019 the 3-year completion rate was 100%, with
96% of students graduating within the expected time frame. One reason for the high
graduation rate is careful student selection. In addition, the courses are delivered through a cohort
model, which has a positive influence on student retention.
The doctoral student retention rate is difficult to calculate because the university allows doctoral
students a generous time frame for degree completion. Beginning in 2016 the Counselor
Education and Supervision doctoral program established a 3 to 4 year timeline, assuming the
student enters the doctoral program having completed a 3-year master’s degree in a CACREP-
accredited master’s program.
Job Placement Rates 100% of the School Counseling graduate in 2019 secured positions as school counselors,
mostly in the Washoe County School District. The placement rates of CMHC graduates was
100%, with students accepting positions at Carson Tahoe Behavioral Health, Quest Counseling,
Aurora Mental Health, and other community agencies. The placement rate of Marriage,
Couple, and Family Counseling was 64%. The four MFC students not placed were waiting for
licensure.
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Summary of Program Evaluation Results
The table below shows a sample of data points collected for CACREP assessment in 2019.
UNR Program Objective Student Learning
Outcome
Related CACREP Standard
Sample of Key Assessments
Sample Summary Data
PO#1: Dispositions From admission through exit students will demonstrate the attitudes, characteristics, and behaviors defined by the program as characteristic of exemplar counseling professionals.
Section 4.G. The counselor education program faculty systematically assesses each student’s professional dispositions throughout the program. The assessment process includes the following: 1) identification of key professional dispositions, 2) measurement of student professional dispositions over multiple points in time, and 3) review or analysis of data.
PDCA-R Gatekeeping Rubric And PDCA-RI Incident Reports
In 2019 the gatekeeping and remediation process led to 7 students being placed on remediation plans for dispositional issues. No dispositional suspensions or dismissals occurred in 2019.
PDCA-R Site Supervisor Evaluation
In 2019 one field site supervisor gave an unacceptable ratings to one counseling student. The student’s field placement was terminated and the student was required to repeat the hours at a different field site. The student successfully completed the second placement with strong, positive feedback from the clinical supervisor evaluation.
PO#2: Ethical Practice Students will demonstrate the capacity to practice counseling from a strong foundational understanding of ethical and legal issues, intentionally integrating counseling ethical practices into day-to-day professional activities.
F.1.i.ethical standards of professional counseling organizations and credentialing bodies, and applications of ethical and legal considerations in professional counseling.
Ethical Case Study Rubric
100% pass rate
Internship Site Supervisor Evaluation(s)
No ethical incidences were reported by Internship Site Supervisors in 2019.
PO#3: Social and Cultural Diversity In keeping with the ACA multicultural competencies, students will develop self-awareness, knowledge, and skills to prepare them to be contemporary, relevant, and culturally informed practitioners in clinical, marriage and family, and school counseling settings.
c. the impact of heritage, attitudes, beliefs, understandings, and acculturative experiences on an individual’s views of others
d. multicultural counseling competencies
Family of Origin and Cultural Background Paper and Rubric
This assignment, submitted in CEP 650 Counseling Theories includes family interviews, a 3 generation genogram, and the submission of a paper encompassing an analysis of family background and dynamics and cultural background. Data from the 2019 students showed a 100% pass rate, with 68% of the students earning an average rating of 4/5, and 32% earning an average rating of 3/5 (minimum pass).
Identity Development Paper and Rubric
100% pass rate
Internship Case Conceptualization Rubric
100% pass rate
PO#4: Human Growth and Development Students will demonstrate knowledge of lifespan
F.3.a. theories of individual and family development across the lifespan
Developmental Case Conceptualization Assignment and Rubric
100% pass rate
development and the capacity to integrate knowledge of developmental theory into practice.
Internship Site Supervisor Evaluation of student capacity to adjust counseling for aspects of lifespan development
PO#5: Career Development Students will demonstrate competence in understanding the world of work and the relationship between mental health and life roles such as work, school, and home.
F.4.b. approaches for conceptualizing the interrelationships among and between work, mental well-being, relationships, and other life roles and factors.
World of Work Rubric
100% pass rate
Personal Career Portfolio
100% pass rate
PO#6: Counseling and Helping Relationships Students will gain an understanding of the theories and research related to helping relationships, and will develop the skills to apply their knowledge in professional, therapeutic relationships.
F.5.g. essential interviewing, counseling, and case conceptualization skills (and other standards related to effective counseling strategies)
Review of Pre-Practicum Clinical Video Tapes, and the rating of tapes on the clinical rubric.
95% pass rate (one student gate checked for remediation)
Internship Site Supervisor Evaluation of clinical skills
In 2019 one student was remediated for clinical skill issues. The remediation plan included ….
PO#7: Group Counseling and Group Work Students will demonstrate knowledge of group process dynamics, group counseling, and group work, including group theories, stages of group, leadership styles, and therapeutic factors.
F.6.a. Theoretical foundations of group and group work.
Group Knowledge and Leadership Reflection Paper Rubric
100% pass rate
F.6.b. dynamics associated with group process and development
Group Leadership—All students are required to lead or co-lead a group; the group leadership rubric is used to rate their capacity to adjust their group for the dynamics associated with group process.
100% pass rate
PO#8: Assessment and Testing Students will demonstrate a broad understanding of
F.7.c. procedures for assessing risk of aggression or danger to others, self-inflicted harm, or suicide.
Suicide Assessment Video Tape Assignment Rubric
100% pass rate
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validity and reliability of assessments, the selection and use of assessment tools, client assessment and diagnosis, trauma assessment, and the assessment of self-inflicted harm and danger to others.
Biopsychosocial Rubric
100% pass rate
PO9: Research and Program Evaluation Counseling students will demonstrate the capacity to select, analyze, and apply research to inform practice, including evidence-based practices and theory based interventions appropriate to their designated setting and personal theoretical orientation.
F.8.b. identification of evidence-based counseling practices
Evidence-Based Practice research paper and presentation is an assignment that includes targeted research on specific, program-related practices, an analysis of the practice, and a synthesis of the research support and limitations of the practice.
98% pass rate (one student was required to resubmit the paper)
Counseling Symposium--Comprehensive Poster Sessions presented by all counseling graduates reflecting current research in specific areas of counseling practice.
The poster symposium judges passed 100% of the students on this program requirement.
Sample Doctoral Program Objective: Research and Scholarship Students will demonstrate the capacity to design, implement, and disseminate results of an original research study in counseling, and will gain knowledge in writing for publication and grant writing.
7.Research questions appropriate for professional research and publication 1,2,3. Stat and research methods
Performance on key assignments in research and stat classes.
Data unavailable.
Program Modifications
In this section, seven program modifications based upon program assessment and related data are
described. Some of the program modifications have been implemented, while other modifications
reflect faculty decisions, but the actual changes have yet to be implemented.
1. New Doctoral Counseling Research Course in Community-based Program Evaluation
(CBPR) and Indigenous Research Methodology
The CACREP Visiting Team recommended an increased focus on indigenous research,
feminist research, and community participatory program evaluation. Qualitative responses
from doctoral students confirmed that an increased focus in this research arena would be of
great value. The new research course was delivered as a seminar course in spring semester,
2019.
2. Formal Mid-Semester Data Collection from Site Supervisors
Feedback from clinical site supervisors led to a decision to collect data at mid-semester from
site supervisors. While the program has ongoing contact with site supervisors, specific
evaluation data were not collected at midterm in the past. This adjustment is being
implemented in the 2019-2020 academic year.
3. CMHC and MFC Students to Intern in Downing Clinic and in Community Placements.
Feedback from past graduates led to a decision to allow both MFC and CMHC students to
conduct work inside and external to the Downing Clinic. The goal is to increase clinical depth
by providing all students in these two track areas with the opportunity to intern in more than
one setting
3. Core Faculty as Lead Instructors.
Difficulty collecting assessment data from LOA, GTA and affiliate faculty led to a decision
to have core faculty assigned as Lead Instructors for courses taught by LOA and/or GTA
faculty, with an expectation that LOAs will have a better understanding of the CACREP key
assignments and assessment if they are mentored by a core faculty member.
5. Increased Focus on Writing in All Master’s Program Areas.
A review of the data extracted from key assessment rubrics show that greater attention is
needed to improve the quality of student written work and their attention to APA writing style.
Program faculty agreed to teach and assess writing in a standardized way across courses. This
led to the standardization of all key assessment rubrics involving writing assignments. Other
relevant adjustments related to the quality of student work will be determined in 2020.
6. Increased Infusion of Diversity Material in the Curriculum.
As reflected in the data reported in the attached Diversity Survey report, greater infusion of
diversity across the curriculum is an important goal for the counseling program. The first step
in understanding how to better address diversity was the implementation of the Diversity
Survey. In the spring of 2020 the faculty will discuss the student report and analyze the survey
results. To gain greater depth of understanding student-led focus groups on diversity will be
conducted in the spring of 2020.
7. Increase in Required Credit Hours for School Counseling Program (CACREP requirement).
CACREP Policy H (Meeting New Standards) states: Programs that are currently accredited
under the 2001, 2009, or 2016 Standards must comply with 2016 Standard 1.J by July 1, 2023.
The move to 60 credit hours applies to students entering programs after July 1, 2023. Note:
This policy supersedes and replaces previous Policy I (which established a 2022 deadline only
for rehabilitation counselor preparation programs) and previous Policy H (which established
the 2020 deadline for all other counselor preparation programs).
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The school counseling program is undergoing a soft roll-out to a 67-credit hour program. The
new courses in the program were determined through faculty, LOA, and School Counseling
Advisory Board input. The Washoe County School District was also invited to offer feedback.
Play Therapy, Grief and Loss, Trauma and Crisis will be required for new school counseling
majors beginning fall semester, 2020. In addition, a new course in Counseling Interventions
for Students with Disabilities, is being designed for the purpose of enhancing student
understanding of special education law and ethics; multidisciplinary teams and role school
counselors play on those teams; and collaboration among professionals and with families. We
believe that these classes will greatly enhance student capacity to address the National School
Counseling Standards for comprehensive school counseling programs.
Other Program Changes Apart from assessment data, three additional program changes were initiated in 2019.
Implementation of these changes is incomplete as of the date of this report.
1. TaskStream (Watermark):
The counseling program is in the first year of transferring all CACREP assessment data to
TaskStream, a Watermark assessment product. The full transition will require five semesters,
the first of which was fall semester, 2019. During fall semester of 2019 the assessments in the
table below were moved to TaskStream, student artifacts were uploaded to TaskStream, and
rubric grading was conducted on TaskStream.
KEY ASSESSMENT/ASSIGNEMENTS COURSE
World of Work CEP 600: Intro to Counseling
Counseling Pre-Practicum Interview Video Reviews CEP 630: Pre-Practicum in Counseling
Family of Origin and Cultural Background Paper CEP 650: Counseling Theories
Evidence Based Practice Paper & Presentation CEP 650: Counseling Theories
Treatment Planning artifact CEP 670: Foundations I
Community Assessment CEP 675: CMH Consulting
Group Knowledge & Group Leadership Reflection CEP 761: Group Counseling
Group Participation Paper CEP 761: Group Counseling
Group Process Observation CEP 761: Group Counseling
Supervisor Feedback/Clinical Skills Rubric CEP 770: SC Internship
Group Leadership Paper CEP 770: SC Internship
Internship Case Conceptualization—School Counseling CEP 770: SC Internship
Supervisor Feedback/Clinical Skills Rubric CEP 770: DC Internship
Internship Case Conceptualization--CMHC CEP 770: DC Internship
Supervisor Feedback/Clinical Skills Rubric CEP 770F: External Site Internship
Internship Case Conceptualization--MFC CEP 770F: External Site Internship
2. Complete Website Review:
Following a suggestion in the CACREP Visiting Team report, a detailed review of the
counseling website was conducted. The CACREP standard requiring accurate representation
in program media was the impetus for the review. Over 60 inaccuracies were found. The
program faculty will work with marketing and other offices to correct the inaccuracies in
2020.
3. Tenure-Track Faculty Position Transformed to a Downing Clinic Clinical Director Position
In 2019 the counseling program made the decision to convert a tenure track position into a
Administrative Faculty position, with the title of Clinical Director/Instructor. The rationale for
the decision was twofold. First, the Downing Clinic needed 12-month supervision. Second, the
40% research load expected for B-Contract employees was determined to be untenable for a
clinician position. The Downing Clinic Director will meet the CACREP requirement for a core
faculty member, but clinic administration instead of 40% research will be expected.
Summary and Forecast for 2020
This report has highlighted program evaluation data collection and action steps toward continuous
quality improvement.
In 2020 we hope to offer contracts to two new counseling faculty members, filling empty faculty
lines for Downing Clinical Director and Assistant Professor, Marriage, Couple and Family
Emphasis. Two other important program goals for 2020 are to achieve a full integration of Task
Stream (Watermark) for CACREP assessment and data collection. In addition, core faculty will
continue working hand-in-hand with students on addressing diversity issues in the program (see
attached report).
Counseling academic programs are a collaborative effort. We owe our deepest appreciation to the
field site supervisors, including the Washoe County School district, many community agencies,
and program alumni. Our site supervisors engage our students in the important work of
translating theory into real-world practice. We are also grateful to the many University of Nevada
administrators who continue to support and resource our program, the Counseling Community
Advisory Board, and (most of all) our students.
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Attachment:
Counseling Diversity Student Survey Report and Initial Recommendations
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Counseling Diversity Student Survey Report and Initial Recommendations
On behalf of the Counseling and Educational Psychology Program
University of Nevada, Reno
December 16, 2019
Submitted by: Sibela Osmanovic, Counseling Doctoral Student Lourdes Calzada, Counseling Masters Student
Luis Garcia, Counseling Masters Student
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Social and Cultural Diversity- A Study of UNR master’s Counseling Students
Multicultural Competency
The purpose of this report is to describe the results of a multicultural counseling
survey conducted with counseling students at the University of Nevada, Reno during the
spring of 2019. The goal of the survey was to initiate a process of understanding the
experiences of diverse students in the counseling program and the extent to which
diversity is included in the counseling curriculum.
This report is divided into four parts. The first part focuses on the structure, data
collection process, and purpose of the survey. The second part focuses on the findings of
the survey structured by knowledge, awareness, and skills. The third part focuses on
students’ ratings of the inclusion of multicultural materials within each course that is
offered in the UNR master’s Counseling program. Finally, in the last section of the report
we provide some recommendations that will guide the program as we move forward.
Introduction
The United States population is becoming increasingly more multiethnic,
multilingual and multicultural (Holcomb-McCoy & Myers, 1999). This change in the
demographics of the U.S. population has impacted the course content that is being taught
in counseling programs. Specifically, counseling programs have had to shift their focus
toward including more multicultural content within the curriculum, because the exposure
of counselor trainees to more culturally diverse clientele has significantly increased (Hill,
2011). Furthermore, multicultural counseling has emerged as counseling’s fourth force.
This emergence has issued a challenge for counseling programs to integrate multicultural
competence within their curriculum (Hill, 2011).
Furthermore, the ACA Code of Ethics emphasizes the importance of multicultural
competence. According to the ACA Code of ethics, counselors should have the ability to
effectively respond to cultural dilemmas and develop an understanding of how culture
impacts the counseling relationship (ACA, 2014). Additionally, CACREP highlights the
importance of the incorporation of multicultural competence within counseling programs.
Section II of the 2016 CACREP Standards is divided into foundation, and counseling
curriculum supervisors (CACREP, 2016). For the purposes of this section of the report,
we will be focusing on Social and Cultural Diversity. The Social and Cultural Diversity
aligns with the emphasis of this survey. According to the standards of the Council for
Accreditation of Counseling and Related Educational Programs (CACREP), counseling
programs should focus on theories and models of multicultural counseling, cultural
identity development, and social justice and advocacy (CACREP, 2016). In summary, the
importance of multicultural competence is supported by the accrediting body of the field
as well as professional organizations such as ACA.
Even though the field has shown a willingness to integrate multicultural content
within the counseling curriculum, there have been and continue to be challenges along
the road (Hill, 2011). One of the challenges associated with integrating multicultural
content is the lack of experience and/or training of counselor educators in the content area
(Hill, 2011) Another challenge is that programs take the shortcut approach to integrating
multicultural competence within their program by adding only one course in the program
that focuses on multiculturalism (Hill, 2011). Finally, many programs have given more
attention to knowledge, without focusing enough on self-awareness and skills (Hill,
2011).
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The University of Nevada, Reno counseling program can relate to the challenges
of implementation of multicultural content that were mentioned above. Specifically, the
challenges of covering multicultural content in only one course is one of the factors that
facilitated the creation of the current survey. One of the concerns within the program is
that multicultural content is not being covered effectively across the curriculum. This
issue is tackled by one of the sections of the survey which targets the integration of
multicultural content within most of the courses that are covered in the master’s
counseling program at UNR. Additionally, another factor that facilitated the creation of
the survey was the cultural climate at UNR. UNR conducted a campus climate survey
which was administered in February-March 2019. According to President Mark Johnson,
the purpose of the survey was “to understand ourselves better”. Some of the key findings
indicated that women, trans-spectrum respondents Black/African American respondents,
Queer-spectrum and Bisexual respondents, Multiple Disabilities respondents, Low-
Income Student respondents and First-Generation Student respondents reported being
“significantly less comfortable than men respondents.” Informal information from one of
the multicultural student groups on campus supports the importance of the campus
climate survey and suggests that hate crimes receive less punishment than plagiarism at
UNR.
Given the results of the campus climate survey, the current campus climate, and
the challenges associated with the implantation of multicultural content across a
counseling program curriculum, we wanted to conduct a survey that would capture the
voices of UNR master’s counseling students in relation to diversity and multicultural
content as well as give us more insight into what we could do better as a program in
terms of integrating multicultural content and promoting diversity. The purpose of the
survey was to assess UNR counseling master students’ multicultural competence, as well
as the counseling program’s ability to effectively teach multicultural concepts. The entire
survey was structured according to the Tripartite Model of Multicultural Counseling. This
model has been the most widely used tool in the assessment of multicultural counseling
competencies (Sue, Bernier, Durran, Feinberg, Pedersen, Smith, & Vasquez-Nuttal,
1982).
THE SURVEY
The purpose of the survey was to assess UNR counseling master students’
multicultural competence, as well as the counseling program’s ability to effectively teach
multicultural concepts. The survey consisted of a quantitative portion and a qualitative
portion. The quantitative portion consisted of 71 items which were divided organized by
the following four sections- knowledge, awareness, skills, and multicultural material
integration in courses. The qualitative portion consisted of five items focusing on
students’ experiences in the program.
DATA COLLECTION AND ANALYSIS
Once the survey was constructed, the first author developed a data collection
strategy. The aim was to collect data from all enrolled master’s students in the UNR
counseling program. The surveys were distributed to the instructors of several master’s
classes. The instructors distributed the surveys to their master’s classes, and the surveys
were completed during class time. Afterwards, each instructor collected the completed
surveys from each of their classes and delivered the surveys to the lead author. The
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quantitative data was analyzed in SPSS. The qualitative data was manually transcribed,
coded, and analyzed.
DEMOGRAPHICS
Diversity on the survey was defined by participants in response to the following
item: Do you consider yourself to be a member of a culturally diverse group (examples:
disability, ethnicity,
refugee or immigrant,
religion, sexual
orientation, etc.)? If
students responded “yes”
to this item, they were
coded as diverse. To
protect the identities of
students follow-up data
on the type of diversity was intentionally not collected.
The data that is presented here is one small snapshot in time. The following
figures are provided with the purpose of understanding descriptively the composition of
the master’s program as it relates to year, track, and diversity. The total number of
participants was 57 (N=57).
Diverse54%
Non-Diverse
42%
Not sure4%
Student Participant Demographics by Diversity
Diverse
Non-Diverse
Not sure
The adjacent figure shows student
participation by year in the program.
FINDINGS (Knowledge Section)
This section assessed for the
knowledge component of multicultural
competency. The overall means and
standard deviations were near normal
as expected. The knowledge section
consisted of 13 statements. The results
of the 13 statements are reported in Table 4. It’s important to note that the scale was
changed from 1 to 5 to 1 to 4, because we did not want the data from the students who
had not been taught the skills to affect our results. The participants were asked to rate
each question using the following scale:
▪ 1= My knowledge on this content is minimal.
▪ 2= My knowledge on this content is adequate.
▪ 3= My knowledge on this content is more than adequate.
▪ 4= My knowledge on this content is excellent.
39%
28%
30%
3%
Student Participant Demographics by Year
First year
Second Year
Third year
Other
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Table 4: Student Participant Knowledge Section Mean and Standard Deviation Compared by Year
Table 5: Student Participant Knowledge Section Mean and Standard Deviation Compared by Track
Demographics-
Track
Mean and Standard Deviation
Questions Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13
MFC Mean 1.64 2.54 3.00 2.46 3.14 2.18 1.77 2.35 2.86 1.52 2.09 3.25 2.86
MFC SD .924 .881 .877 .922 .756 .905 .927 1.018 .848 .602 1.221 .701 .848
School Mean 1.50 2.29 3.07 2.75 3.00 2.46 1.50 2.36 2.86 1.38 1.83 3.07 3.14
School SD .577 .825 .829 1.055 1.000 1.050 .756 1.286 .770 .518 1.169 .829 .864
CMHC Mean 1.63 2.36 3.31 2.43 3.29 2.17 1.57 2.55 3.21 1.50 2.20 3.14 3.29
CMHC SD .518 1.008 .947 1.158 .914 1.115 1.134 1.036 .893 .972 1.095 .949 .611
Total Mean 1.61 2.43 3.09 2.52 3.15 2.25 1.64 2.40 2.95 1.49 2.05 3.18 3.04
Total SD .722 .892 .875 1.005 .848 .979 .911 1.067 .840 .683 1.133 .789 .808
Demographics-
Year
Mean and Standard Deviation
Questions Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13
First Year Mean 1.44 2.45 3.14 2.48 3.24 2.24 1.44 2.28 3.00 1.50 1.33 3.14 3.05
First Year SD .527 .912 .889 1.167 .889 .995 .726 1.127 .873 .894 .816 .889 .889
Second Year
Mean
1.60 2.25 3.13 2.37 3.19 2.13 1.37 2.36 2.94 1.29 1.71 3.13 3.06
Second Year SD .548 .856 .640 1.025 .655 1.060 .744 1.082 .929 .488 1.113 .719 .772
Third Year Mean 1.70 2.59 3.13 2.76 3.12 2.38 2.00 2.63 2.94 1.60 2.60 3.29 3.00
Third Year SD .949 .870 1.025 .752 .857 .957 1.044 1.025 .748 .507 1.075 .686 .791
Total Mean 1.58 2.42 3.09 2.53 3.14 2.22 1.66 2.41 2.95 1.49 2.00 3.18 3.02
Total SD .717 .885 .867 .997 .841 .984 .897 1.059 .833 .683 1.128 .782 .813
Table 6: Student Participant Knowledge Section Mean and Standard Deviation Compared by Diversity
Demographics-
Diversity
Mean and Standard Deviation
Questions Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13
Diverse Mean 1.83 2.42 3.07 2.37 3.13 2.10 1.33 2.29 2.87 1.30 1.86 3.13 3.00
Diverse SD .835 .807 .884 .928 .776 .923 .724 1.049 .846 .470 .949 .848 .816
Not Diverse
Mean
1.33 2.38 3.04 2.70 3.13 2.27 1.75 2.47 2.96 1.65 2.00 3.21 3.00
Not Diverse SD .492 .970 .859 1.063 .947 1.032 .754 1.073 .806 .862 1.414 .721 .834
Not sure Mean 3.00 4.00 3.00 3.50 3.50 3.50 3.50 4.00 2.00 3.00 3.50 3.50
Not sure SD 1.414 .000 1.414 .707 .707 .707 .707 .000 .000 1.414 .707 .707
Total Mean 1.58 2.42 3.09 2.53 3.14 2.22 1.66 2.41 2.95 1.49 2.00 3.18 3.02
Total SD .717 .885 .867 .997 .841 .984 .897 1.059 .833 .683 1.128 .782 .813
Figure 4. Comparison of Knowledge Means by Year in the Program-This figure demonstrates UNR master’s students’ scores on the
knowledge section of the survey as compared by their current year in the program.
1.44
1.6
1.7
3.14 3.13 3.13
2.48
2.37
2.76
3.243.19
3.12
2.24
2.13
2.38
1.441.37
2
2.282.36
2.63
32.94 2.94
1.5
1.29
1.6
1.33
1.71
2.6
3.14 3.13
3.29
3.05 3.063
1.25
1.5
1.75
2
2.25
2.5
2.75
3
3.25
3.5
First Year Mean Second Year Mean Third Year Mean
Comparison of Knoweldge Means by Year in the Program
Q1Q2Q3Q4Q5Q6Q7Q8Q9Q10Q11Q12Q13
10
Findings (Awareness Section)
Glockshuber (2011) and Minami (2008) conceptualized awareness as an essential
part of multicultural competence. That being said, the importance of awareness should
not be minimized, because of its integral role in the development of multicultural
competency (Tomlinson-Clarke, 2013). The results of this section of the survey focused
on awareness, which consisted of 12 statements. The results of the 12 statements are
reported in Table 5. The overall means and standard deviations were near normal as
expected. The participants were asked to rate each statement according to the following
scale:
▪ 1= Strongly Disagree
▪ 2= Agree
▪ 3= Undecided
▪ 4= Agree
▪ 5= Strongly Agree
Table 7: Student Participant Awareness Section Means Compared by Year
Demographics-Year Mean and Standard Deviation
Questions Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25
First Year Mean 3.05 2.91 4.09 4.32 4.23 4.55 4.77 4.82 4.73 4.73 4.77 4.27
First Year SD 1.290 1.065 .526 .568 .752 .510 .429 .395 .456 .456 .429 .827
Second Year Mean 3.69 3.56 4.38 4.31 4.31 4.19 4.53 4.53 4.53 4.53 4.53 3.47
Second Year SD .872 .892 .719 .704 .704 .834 .640 .640 .516 .640 .640 .990
Third Year Mean 3.59 3.88 4.59 4.25 4.47 4.59 4.71 4.71 4.47 4.41 4.76 3.47
Third Year SD .939 .781 .507 .775 .514 .507 .470 .470 .624 .795 .437 1.281
Other Mean 4.00 3.50 4.00 4.00 4.50 4.00 4.50 4.50 4.50 4.50 4.50 3.50
Other SD .000 .707 .000 .000 .707 .000 .707 .707 .707 .707 .707 .707
Total Mean 3.42 3.40 4.32 4.29 4.33 4.44 4.68 4.70 4.59 4.57 4.70 3.79
Total SD 1.085 .997 .602 .653 .664 .627 .508 .502 .532 .628 .502 1.074
Table 8: Student Participant Awareness Section Means Compared by Track
Demographics-
Track
Mean and Standard Deviation
Questions Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25
MFC Mean 3.36 3.46 4.21 4.26 4.36 4.39 4.57 4.64 4.54 4.46 4.68 3.64
MFC SD 1.026 .793 .630 .764 .621 .629 .573 .559 .576 .744 .548 1.193
School Mean 3.64 3.14 4.29 4.29 4.29 4.43 4.79 4.79 4.57 4.71 4.64 3.93
School SD 1.008 1.231 .611 .611 .611 .756 .426 .426 .514 .469 .497 .730
CMHC Mean 3.36 3.57 4.57 4.36 4.36 4.57 4.85 4.77 4.77 4.69 4.85 4.00
CMHC SD 1.336 1.158 .514 .497 .842 .514 .376 .439 .439 .480 .376 1.155
Total Mean 3.43 3.41 4.32 4.29 4.34 4.45 4.69 4.71 4.60 4.58 4.71 3.80
Total SD 1.093 1.005 .606 .658 .668 .630 .505 .497 .531 .629 .497 1.078
Table 9: Student Participant Awareness Section Means Compared by Diversity
Demographics-
Diversity
Mean and Standard Deviation
Questions Q14 Q15 Q16 Q17 Q18 Q19 Q20 Q21 Q22 Q23 Q24 Q25
Diverse Mean 3.61 3.48 4.39 4.32 4.35 4.52 4.73 4.73 4.63 4.70 4.70 3.80
Diverse SD 1.11
6
1.029 .558 .541 .551 .626 .450 .450 .490 .466 .466 1.031
Not diverse Mean 3.13 3.21 4.17 4.22 4.25 4.29 4.58 4.63 4.50 4.38 4.67 3.79
Not diverse SD 1.03
5
.932 .637 .795 .794 .624 .584 .576 .590 .770 .565 1.179
Not Sure Mean 4.00 4.50 5.00 4.50 5.00 5.00 5.00 5.00 5.00 5.00 5.00 3.50
Total Mean 3.42 3.40 4.32 4.29 4.33 4.44 4.68 4.70 4.59 4.57 4.70 3.79
Total SD 1.08
5
.997 .602 .653 .664 .627 .508 .502 .532 .628 .502 1.074
12
Findings (Skills Section)
The ability to deliver successful counseling interventions is enhanced when
counselors are consistently working to increase their cultural competence (Tomlinson-
Clarke, 2013). Furthermore, the capability to construct adequate and relevant
interventions are contingent on the ability to obtain and implement cultural awareness
and cultural knowledge (Sue & Sue, 2013). This section of the results of the survey
focused on skills. The skills section consisted of five questions. The results of the five
questions are reported in Table 6. The overall means and standard deviations were near
normal as expected. It’s important to note that the scale was changed from 1 to 5 to 1 to
4, because we did not want the data from the students who had not been taught the skills
to affect our results. The participants were asked to rate each statement according to the
following scale:
▪ 1=Poor
▪ 2= Adequate
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
1 2 3 4 5 6 7 8 9 10 11 12
Student Participant Awareness Means as Compared by Diversity
Diverse Mean Not diverse Mean
Figure 5. Comparison of Awareness Means by Diversity This figure demonstrates UNR master’s
students’ scores on the Awareness section of the survey as compared by Diversity.
▪ 3= Good
▪ 4= Excellent
Table 10: Student Participant Skills Section Means Compared by Year
Table 11: Student Participant Skills Section Means Compared by Track
Demographics-Track Mean and Standard Deviation
Questions Q26 Q27 Q28 Q29 Q30
MFC Mean 1.17 1.04 1.22 1.57 3.13
MFC SD .778 .878 .902 .728 .694
School Mean 1.50 1.33 1.17 1.50 2.83
School SD .905 1.073 .835 .674 .835
CMHC Mean 1.38 1.00 1.15 1.69 2.92
CMHC SD .870 .707 .801 .855 1.115
Total Mean 1.31 1.08 1.18 1.57 3.00
Total SD .822 .886 .834 .736 .842
Demographics- Year Mean and Standard Deviation
Questions Q26 Q27 Q28 Q29 Q30
First Year Mean 1.35 1.06 1.24 1.47 2.76
First Year SD .931 .899 .970 .800 1.033
Second Year Mean 1.36 1.21 1.14 1.57 3.00
Second Year SD .745 .893 .770 .646 .679
Third Year Mean 1.29 1.06 1.24 1.76 3.24
Third Year SD .772 .899 .752 .664 .752
Total Mean 1.31 1.08 1.18 1.57 3.00
Total SD .822 .886 .834 .736 .842
14
Table 12: Student Participant Skills Section Means Compared by Diversity
Demographics-Diversity Mean and Standard Deviation
Questions Q26 Q27 Q28 Q29 Q30
Diverse Mean 1.38 1.23 1.19 1.62 3.12
Diverse SD .804 .951 .849 .697 .711
Not diverse Mean 1.10 .81 1.14 1.43 2.76
Not diverse SD .786 .750 .854 .746 .944
Not Sure Mean 2.50 2.00 1.50 2.50 4.00
Not sure SD .707 .000 .707 .707 .00
Total Mean 1.31 1.08 1.18 1.57 3.00
Total SD .822 .866 .834 .736 .842
Findings (Infusion of multicultural materials in UNR master’s counseling courses)
The current section was designed to measure to what extent culture (broad
definition) was integrated into the UNR master’s counseling curriculum. According to the
CACREP, 2016 Standards, social and diversity standards should be covered in the
counseling program. Programs are required to document where each of the lettered
standards are covered in the curriculum (CACREP, 2016). The following are some
examples of the lettered standards: 2.b. theories and models of multicultural counseling,
cultural identity development, and social justice and advocacy, and 2.d. the impact of
heritage, attitudes, beliefs, understandings, and acculturative experiences on an
individual’s views of others (CACREP, 2016). This section covered 37 courses. The
participants were asked to rate each course according to the following scale:
▪ 1= Very little or no integration
▪ 2= Below average integration
▪ 3= Average integration
▪ 4= Above Average integration
▪ 5= Extensive integration
The table below represents level of integration organized by minimal integration,
medium integration, and high integration. Minimal integration was defined by a mean of
less than 3.0. Medium integration was defined by a mean range of 3.0 to 3.5. High
integration was defined by a mean of greater than 3.5. Minimal integration is designated
by the highlighted means using the aqua blue color.
Table 13: Student Participant Mean Ratings of Multicultural Content by Course
Level of Integration and Means
Mean (High
Integration)
High Integration Course Mean
(Medium
Integration)
Medium Integration
Course
Mean
(Minimal
Integration)
Minimal integration
Course
4.67 Societal Issues and Special
Topics in Clinical Mental
Health
3.50 Special Topics 2.87 Career Development
and Information
Technology
4.10 Crisis and Trauma 3.47 Couples Counseling 2.66 Overview of Addiction
Prevention,
Treatment & Recovery
3.86 Internship-Community Agency 3.36 Theory and Practice
of Marriage
Counseling
2.50 Seminar
3.79 Child and Fam Guidance 3.33 Sexual Issues in
Counseling
2.10 Introduction to
Educational Research
3.75 Multicultural Counseling 3.28 Foundations of
Family Counseling II
1.74 Educational
Measurements &
Statistics
3.67 Counseling Theory and
Process
3.25 Foundations of
Family Counseling I
3.60 Internship-Private Agencies 3.25 Internship-Sec
School
3.59 Assessment and Diagnosis, I 3.21 Pre-Practicum
3.56 Internship Family Counsel 3.19 Law & Ethics in
Counseling
3.55 Grief and Loss 3.17 Internship-Elem
School
3.13 Advanced Human
Growth and
Development
3.08 Advanced Family
Counseling
3.03 Group Counseling
3.00 Counseling and
Consulting in Clinical
Mental Health
16
Discussion
This survey aimed to assess the multicultural competencies of master’s students in
the University of Nevada, Reno counseling program. Additionally, we wanted to examine
the effectiveness of the counseling program’s ability to teach multicultural competency.
The idea for this survey came about as a result of the recent climate and racial incidents
that were occurring on the UNR campus. The University of Nevada, Reno conducted a
climate survey which aimed to understand the climate of the college more effectively.
The overall findings of the campus climate survey indicated that some of the diverse
respondents such as women, trans-spectrum respondents Black/African American
respondents, Queer-spectrum and Bisexual respondents, Multiple Disabilities
respondents, Low-Income Student respondents and First-Generation respondents reported
feeling “significantly less comfortable than men respondents.” Coupled with the
requirements of our accrediting body, our ACA Code of Ethics, and the campus climate
at the University of Nevada, Reno, we wanted to conduct a survey that would capture the
voices of UNR master’s counseling students in relation to diversity and multicultural
content as well as give us more insight into what we could do better as a program in
terms of integrating multicultural content and promoting diversity. The entire survey was
constructed with the purpose of capturing the content of the Tripartite Model of
Multicultural Counseling. This model has been the most widely used tool in the
assessment of multicultural counseling competencies (Sue, Bernier, Durran, Feinberg,
Pedersen, Smith, & Vasquez-Nuttal, 1982).
One of the first parts of the survey that we focused on were demographics, which
were analyzed by year in the program, track, and diversity. We wanted to know who the
students in our program were. This data is reflected in Figures 1-3. We were particularly
focused on diversity, and how many students identified as diverse, not diverse, or unsure
if they were diverse. This data is represented in Table 3. The data shows that 54.4% of
the respondents identify as diverse, 42.2 % identified as non-diverse, and 3.5 % reported
that they were unsure about their diversity. This is an important finding, because the
percentage of diverse students was higher than we expected. Usually, people tend to
identify diversity as solely relating to ethnicity and/or race. In order to expand the
students’ definition of diversity, we included other examples of diversity such as religion,
and sexual orientation, in the question. This may have contributed to the higher than
expected percentage of 54.4 students indicating diversity.
The next section focused on assessing the knowledge component of multicultural
competency. This section consisted of 13 questions. The means were compared by year
in the program, track, and diversity. The results of the mean by year comparison indicate
that the overall means across the thirteen questions were low. The highest reported mean
was a 3.29 which was the mean of Q12, and third year students. Q12 was the following
statement: “I understand what the acronym L.G.B.T.Q.I.A.+ represents and stands for”.
The lowest reported mean was a 1.37 which was the mean of Q7, and second year
students. Q7 was the following statement: I understand the repercussions of the law
IDEA of 2004. This result may indicate that there is not enough focus on disability
studies across our master’s counseling program. We predicted that there would be a
positive correlation between year in the program, and mean on the knowledge questions,
because the longer a student has spent in the program, and the more classes they have
taken, it is expected that their overall knowledge of the content covered in the program
18
would increase. This was not the case. These results are reflected in Table 4, and Figure
4. Another finding that should be noted pertains to Q3 which states: “I understand that
Multiculturalism is one of the main forces in counseling. The comparison of means by
track indicated that across tracks, students understood this concept adequately.
Furthermore, the total mean for Q1 across year, track, and diversity ranged from 1.58 to
1.61. This indicates that knowledge of the concept of the Tripartite model of Counseling
was closest to minimal for all respondents in the survey. This finding is interesting,
because this is the concept that out entire model is based around, and it is one of the most
basic concepts that is covered in multicultural counseling courses. The results of the
mean by diversity comparison indicated a very low mean on Q10. Q10 states: “I
understand the major tenants of Hinduism”. The mean for diverse students was 1.30, and
the mean for non-diverse students was a 1.65. This may be indicative of low coverage of
religious material in the counseling program.
The subsequent section focused on awareness. The awareness section consisted of
12 statements. The results of the 12 statements are reported in Tables 7-9. The means
were compared by year in the program, track, and diversity. The results of the mean by
year comparison indicated that the total means ranged from 3.05 to 4.70. The lowest
mean in this section was 3.05 for Q14 among first-year students. Q14 states the
following: “Since joining the program, I have engaged in many immersion experiences”.
The first-year student respondents on average reported being undecided in relation to the
aforementioned statement. The results of the mean by track comparison indicated that
the total means ranged from 3.41 to 4.71. The lowest mean of 3.41 was associated with
Q15 which stated the following: “Using a model of ethnic identity development, I know
what stage I am currently at”. The highest mean of 4.71 was associated with Q21 which
stated the following: “I am aware of the importance of reflecting on the attitudes, beliefs,
prejudices, and biases I hold about privileged and marginalized clients. The overall
results of the awareness section demonstrate that students rated themselves highly on
awareness. Their ratings ranged from undecidedness to strong agreement. This may
indicate that awareness is being covered enough and covered adequately in the UNR
master’s program. Furthermore, even though students are ratings themselves highly on
awareness overall, it should be noted that when compared by diversity, diverse students
rated themselves higher on awareness than non-diverse students. These results are
reported in Table 9 and Figure 5.
The third section focused on skills. The skills section consisted of 5 items. The
results of the 5 statements are reported in Tables 10-12. The means were compared by
year in the program, track, and diversity. The results of the mean by year comparison
indicated that the total means ranged from 1.06 to 3.00. The lowest mean in this section
was 1.06 for Q27 among first year students. Q27 states the following: “How would you
rate your ability in identifying the biases present in psychological tests in terms of their
use with persons from different cultural/racial/ethnic backgrounds”? The highest mean in
this section was 3.24 for Q30 among third year students. Q30 stated the following: “How
would you rate your skills in terms of being able to consult with another mental health
professional concerning the needs of a client from a different cultural background”? The
results of the means compared by track and diversity showed similar results as the year
comparison. For the track comparison, the means ranged from 1.04 to 3.13. Once again,
the highest mean was for Q30 among MFC students. For the diversity comparison, the
20
means ranged from .81 to 4.00. Again, the highest mean was for Q30. According to the
data, students were the most confident in terms of identifying biases present in
psychological tests in terms of their use with persons from different cultural/racial/ethnic
backgrounds. Overall, the results indicated that student participants rated themselves low
on the skills questions aside from question 30 which is stated above. The implications of
these results are that skill development should be emphasized more throughout the
program.
The fourth section focused on cultural integration within the master’s counseling
program courses. The current section was designed to measure to what extent culture
(broad definition) was integrated into the UNR master’s counseling curriculum. The
section covered 37 courses. Table 13 represents level of integration organized by minimal
integration, medium integration, and high integration. Minimal integration was defined
by a mean of less than 3.0 Medium integration was defined by a mean range of 3.0 to 3.5.
High integration was defined by a mean of greater than 3.5. High integration is
designated by the highlighted means using the red color. Medium integration is
designated by the highlighted means using the yellow color. Minimal integration is
designated by the highlighted means using the aqua blue color. The means for the level of
integration of multicultural content ranged from a mean of 1.74 to a mean of 4.67. The
two classes that indicated the lowest level of integration were Educational Measurements
& Statistics and Introduction to Educational Research. The class that indicated the
highest level of integration was Societal Issues and Special Topics in Clinical Mental
Health. This course is a specialty clinical mental health counseling course. Interestingly
enough, all but two courses under the high integration category were either specialty
school, clinical mental health, and marriage and family therapy counseling programs. The
two courses in the high integration section that were not specialty courses were
Multicultural Counseling and Counseling Theory and Process. These results were not
surprising, because the multicultural counseling course focuses primarily on culture, and
counseling theories addresses culture in relation to every theory that is covered. The
results of these analyses may demonstrate the need for the program to focus on
integrating more multicultural content in research courses.
Next Steps and Tentative Recommendations
The next step in the process is to conduct student focus groups. The authors of
this report will conduct student focus groups in the spring of 2020. The purpose of the
groups is to gain a deeper level of understanding of the experience of students in the
program with diversity and with multicultural content in the curriculum. The focus group
data will be used in conjunction with survey data to help form recommendations. The
recommendations will be made by the student authors to the counseling program faculty
in the spring of 2020. Tentative recommendations for the counseling program are as
follows:
1. Integrate more material about disabilities when talking about diversity across
the program.
2. Focus on improving skill acquisition among master’s students.
3. Fully cover the concept of the Tripartite model of counseling.
4. Increase coverage of religions when talking about diversity across the
program.
5. Offer more opportunities for immersion experiences.
22
6. Make sure to cover the Ethnic Model of identity development and ensure that
students are able to apply it to themselves throughout the program. (emphasize
with students who don’t identify as diverse)
7. Increase the integration of the influence of culture on psychometric tests.
8. Touch on collaborative practice and consultation with other professionals
(skills)
9. Culture (broad definition should be integrated across the program-not just the
multicultural course. We should focus on scaffolding the material throughout
students’ tenure in the program.
10. Integration of multicultural content should especially be increased in the
research courses, the career course, and addiction course.
11. Give greater attention by emphasizing content that applies to vulnerable
populations throughout the program (LGBTQIA, Native American, Asian,
Pacific Islander, Latin X, undocumented, Refugee).
12. In working to develop skills, awareness, competency, help students engage
with the work of understanding their own levels of privilege (aside from just
racial/ethnic) as a way of understanding the role of intersectionality and its
role in identity.
13. Develop greater application for skill development within students to better
understand how microaggressions can negatively impact the client-counselor
relationship.
14. The program will work towards outreach with community partners that can
offer unique workshops around the theme of multiculturalism.
15. The program will work on incorporating more opportunities for skills
development when students are working with populations whose primary
language is not English.
16. Emphasize in the program greater awareness, knowledge, and skill in the
counselor (where the counselor is part of the majority or minority group)
when working with clients who are in the majority or minority.
17. Help students engage with advisors to set goals related to how the program
can best support them in their multicultural competency development.
24
References
Council for Accreditation of Counseling and Related Educational Programs.
(2015). 2016 CACREP standards. Retrieved from: http://www.cacrep.org/wp-
content/uploads/2012/10/2016-CACREP-Standards.pdf
Hill, N. R. (2003). Promoting and celebrating multicultural competence in counselor
trainees. Counselor Education and Supervision, 43(1), 39-51.
Holcomb‐McCoy, C. C., & Myers, J. E. (1999). Multicultural competence and counselor
training: A national survey. Journal of Counseling & Development, 77(3), 294-
302
Minami, M. (2008). Role of attitude in multicultural counseling competency. World
Cultural Psychiatry Research Review, 4, 39-46.
Sue, D. W., Bernier, J. E., Durran, A., Feinberg, L., Pedersen, P., & Smith, E. (86).
Vasquez-‐Nuttal, E.(1982). Position paper: Cross-‐cultural counseling
competencies. The Counseling Psychologist, 10, 45452.
Sue, D. W. & Sue, D. (2013). Counseling the culturally diverse: Theory and
practice ( 6th ed.). Hoboken, NJ: Wiley.
Tomlinson-Clarke, S. (2013). Multicultural counseling competencies: Extending
multicultural training paradigms toward globalization. VISTAS 2013.