Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains ix, 70 p. Includes bibliographical references (p. 47-50). Available online via OhioLINK's ETD Center

Thesis (Ph. D.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (month day, year) Vita. Includes bibliographical references.

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Thesis (MA (Clinical Psychology))--University of Pretoria, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vii, 130 p. Includes abstract. Includes bibliographical references (p. 97-113).

Thesis (Ph. D.)--Oregon State University, 2003. / Typescript (photocopy). Includes bibliographical references (leaves 95-100). Also available on the World Wide Web.

In recent years, an important focus has been placed on training counsellors to attend to cultural diversity. In an effort to assist counsellors in this process, models of Multicultural Counselling Competencies (MCC) have been developed for work with adult populations. Unfortunately, little attention has been given to adapting these models or developing specific models for counselling with adolescents. While clinical guidelines have been proposed for counsellors working with culturally diverse youth, they have yet to be empirically tested. The present study investigated the MCC which former adolescent clients believed to be important to them when they attended counselling. Participants included 20 women between the ages of 18 and 23 who sought counselling when they were between the ages of 12 and 19. Participants completed an in-depth qualitative interview about their counselling experiences and were asked to discuss the aspects of counselling they found to be most and least helpful. The interview data was analyzed using phenomenological methodology. The components of cultural competence (counsellor awareness, knowledge, and skills) proposed in the tripartite model of MCC and the multicultural counselling relationship were used as points of entry in the data analysis process. The results of this study provided support for the integration of these competencies in counselling with female adolescents. However, participant's accounts indicated that the competencies of awareness, knowledge, skills, and relationship are not sufficient for culturally competent counselling to occur. Additional MCC were found to be important for work with female adolescents, including cultural sensitivity, family interventions, and help beyond counselling. The results of this study have important implications for the training and practice of psychology. Obtaining the viewpoint of female clients who attended counselling during their adolescence was invaluable, as they offered a unique perspective, which was not previously available in the literature. This unique viewpoint informs us about the specific needs of female adolescents and provides useful information about the MCC counsellors may need to develop in order to work with this population.

Cultural Competency has become a concept central to the professional practice of social work. It is endorsed because it is perceived that cultural competency of social work practitioners results in encounters with their clients that are more appropriate in manner, and more helpful in outcome. Originally a critique of failures of conventional practice, cultural competency has become so widespread that its meaning has become obscured. / This study examines the literature on Cultural Competency. It includes the preceding work on cross-cultural, multi-cultural and diversity literature. It examines definitions of culture in the context of competency and what is included and excluded; historical and regional development and its relationship to concepts such as ethnicity, race, class, identity and cultural indices. It also reviews what is considered best Social Work practice at this time and what problems can develop from this perspective.