Abstract
This article responds to the need for specificcourse activities that may facilitate theacquisition of multicultural counselingcompetence. Sue et al.'s (1992) tripartiteframework is used to discuss how multiculturalcounseling competencies may be actualizedthrough the following course components: (a)ice-breaker name activity, (b) class discussionof multicultural experiences, (c) ethnicsharing, (d) action plan, (e) ethnic literaturereview, (f) cultural awareness presentation,(g) multicultural legacy, (h) triad model roleplay, and (i) small-group research project.Several guidelines are suggested to assistinstructors in implementing components.Finally, trainees' reactions to coursecomponents are provided to illustrate courseeffectiveness.
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Pressly, P.K., Parker, W.M. & Jennie, J. Actualizing multicultural counselingcompetencies: A multifaceted course approach. International Journal for the Advancement of Counselling 23, 223–234 (2001). https://doi.org/10.1023/A:1013178830288
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DOI: https://doi.org/10.1023/A:1013178830288