Multicultural competency is essential in the field of psychology and a major component of training involves multicultural supervision. Neglecting cultural issues may led to negative consequences in the development of the supervisor and supervisee relationship and in turn affect the work done with clients. Using a stratified random sample of 50 graduate students in APA accredited programs and internship sites, the researchers explored the specific supervisor behaviors and interventions that represent effective and poor multicultural supervision. This qualitative replication study incorporates Chu and Chwalisz’s (1999) critical incident questionnaire (CIQ) and a demographic questionnaire. The qualitative data was analyzed using Grounded Theory Method to create positive and negative categories of multicultural supervision experiences and associated processes and outcomes. Recommendations will be given for training and research purposes.

A lack of knowledge and training on the topic of gay, lesbian, and bisexual persons (GLB) in mental health graduate programs can lead to a culture of ignorance and ineffective treatment for a subset of the population. Multicultural competency is defined as having self-awareness of one's own values and biases, knowledge, and skills to work with a given population; and it is important in order to ensure appropriate mental healthcare. The purpose of the current study was to identify if there is a difference in GLB competency among graduate students and faculty (dependent variables) from mental health programs that are accredited by organizations like the APA and CACREP versus those from nonaccredited programs (independent variables). The key theoretical foundation that grounded this study was Multicultural Counseling and Therapy Theory (MCT). The research questions explored herein center on whether GLB competency differs between graduate students and faculty from accredited programs versus those from nonaccredited programs. Results of this quantitative comparative research design study were derived via a multivariate analysis of covariance (MANCOVA) procedure in order to compare mean scores among the four groups. Results identified a significant difference between the groups in skills and knowledge; however, mean averages for graduate students from accredited programs (Skills M = 2.54, Knowledge M = 3.83) were below four, indicating little to no skills/knowledge. In order to optimize mental health treatment for the GLB community, graduate students in mental health programs must be exposed to GLB counseling training curriculum. The implications for social change focus on policy and accreditation standards set forth by APA and CACREP accrediting bodies.

xiv, 116 p. / This study presents the development and validation of a measure of counseling competency with refugee torture survivors. The Refugee Torture Counseling Competency Assessment (REFTOR) measure was adapted from the Multicultural Awareness Knowledge and Skills Survey - Counselor Edition (MAKSS-CE-R; Kim et al., 2003) and was theoretically developed based on the limited literature available on refugee torture survivors. The 37-item REFTOR measure was administered to a sample of 179 psychologists and trainees in clinical and counseling psychology who were actively engaged in clinical work. Results of an exploratory principal axis factor analysis with oblimin (oblique) rotation revealed a two-factor structure for the measure with 37 total items and that explained 43.64% of the total variance. The first factor included 29 items and was labeled "Efficacy," accounting for 38.90% of the variance, and the second factor included 8 items and was labeled "Awareness," accounting for 4.74% of the variance. Evidence of concurrent validity was supported by factor correlations with other scales and items, and internal consistencies for the subscales and the full scale were acceptable. Information regarding current training experiences relevant to clinical work with refugee torture survivors and attitudes towards torture among study participants was also assessed. Results revealed that training experiences are limited, with the majority of information participants received relevant to working with refugee torture survivors coming from non-empirical articles (67% of participants). Attitudes towards torture varied considerably with a sizable proportion of participants endorsing torture in some circumstances (32.4%) and reporting uncertainty about the morality of psychologists' professional involvement in torture (12.3%). Recommendations for future research and implications of study findings for training are discussed. / Committee in charge: Krista Chronister, Co-Chair; Benedict McWhirter, Co-Chair; Paul Yovanoff, Member; Jennifer Freyd, Outside Member

<p>  </p> <p>The field of psychology is working to rectify decades of silence on issues of economic marginalization in psychotherapy research, practice, and training. Increasing attention to economic marginalization led the APA to publish the first <em>Guidelines for Psychological Practice for People with Low-Income and Economic Marginalization</em> in 2019. The purpose of this paper is to describe the results of two studies that developed and validated the Clinical Practice Competencies for LIEM (CPC-LIEM), a scale based on these guidelines that measures psychologists’ clinical competence working with low-income and economically marginalized communities. In Study 1, I developed the initial scale through expert review and identified the scale factor structure using exploratory factor analysis. In Study 2, I gathered a second sample of psychologists to conduct a confirmatory factor analysis and validate the CPC-LIEM. The CPC-LIEM was associated with general multicultural counseling competence and clinician self-report of therapy processes with clients from low-income economically marginalized backgrounds, but not with class-related attitudes or general multicultural awareness. The final 14-item five-factor CPC-LIEM represents a novel way to measure and increase attention to LIEM-related clinical competencies for clinicians, supervisors, and researchers. </p>

The purpose of this study was to examine counselor's self- perceived multicultural counseling competency (MCC) between counselors working in rural, suburban and urban communities across the Commonwealth of Virginia. The study compared professional counselors' perceptions of their own multicultural counseling competence based on the counselor's geographic area of origin, current geographic practice setting, and counselors' intersections of identities to better understand counselor MCC as it relates to cultural diversity. Sample data was collected through professional counseling organizations in Virginia. Participants completed a demographic survey as well as the Multicultural Awareness Knowledge Skills Survey-Counselor Edition-Revised (MAKSS-CE-R) to measure self-perceived MCC. Results indicate that there was no difference in self-perceived MCC among professional counselors in Virginia based on their practice location or area of origin (i.e. hometown). However, counselor's identified race/ethnicity were predictor's of self-perceived MCC. Findings suggest that training programs may be providing adequate opportunities for counselors to develop MCC. Allowing innovative approaches through technology, consultation, and adherence to the ACA Code of Ethics (2014) could be sufficient in counselor MCC regardless of geographic practice location. / Doctor of Philosophy / The purpose of this study was to understand how counselors in Virginia perceived their cultural competence. The researcher examined how counselors rated their own cultural competence in relation to the geographic location in which they grew up, currently work, as well as general demographic characteristics, to better understand counselors’ competence when working with diverse peoples. Participants completed a demographic survey as well as the Multicultural Awareness Knowledge Skills Survey-Counselor Edition-Revised (MAKSS-CE-R), which measures counselor cultural competence. Results indicate that there was no difference in perceived cultural competence among professional counselors in Virginia based on the geographic area where they worked or grew up. However, counselors who identified as a racial/ethnic minority also perceived themselves as having greater cultural competency. Findings suggest that training programs may be providing adequate opportunities for counselors to develop cultural competence. Allowing creative approaches through technology, consultation, and implementation of counselor’s professional codes of ethics could be enough for counselors to feel competent when working with diverse peoples, regardless geographic practice location.

The purpose of this study was to develop an understanding of how Virginia counselors engage in social issues advocacy, specifically advocacy for Black/African American clients/students. Racial Identity (Helms, 1993) and Multicultural Social Justice Counseling Competencies (Ratts, Singh, Nassar-McMillan, Butler, and McCullough, 2016) are used as the framework. The researcher examined whether the work setting of a counselor impacts the amount and type of involvement with race-specific advocacy and how counselors are supported as advocates in that setting. Data was collected via information questionnaires including demographic and professional background, attitudes and beliefs captured by the Social Issues Advocacy Scale, and race-specific advocacy activity. The sample included Masters-holding professional counselors practicing in Virginia and who are members of professional organizations based in Virginia. Results indicate reasons for advocating, when applicable, with or on behalf of Black/African American clients/students and a relationship with workplace setting type. Findings show that counselors feel supported by their workplace to advocate on the basis of race, however the type of advocacy varies. / Ph. D.