No description available.

Thesis (Ph.D.)--Kent State University, 2004. / Title from PDF t.p. (viewed Aug. 23, 2006). Advisors: Martin Jencius, Jason McGothlin. Keywords: multicultural counseling; Hispanic role-play; interpersonal process recall. Includes bibliographical references (p. 214-224).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 166-172).

Thesis (Ph. D.)--University of Nevada, Reno, 2005. / "May, 2005." Includes bibliographical references (leaves 68-74). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2005]. 1 microfilm reel ; 35 mm.

Thesis (M.A (Psychology))--University of Pretoria, 1999. / Summary in English and Afrikaans. Includes bibliographical references.

Project (Ed.S.)--James Madison University, 2009. / Includes bibliographical references.

The present study investigated what helped and what hindered multicultural supervision. The participants consisted of 19 females, and 6 males, including Asian-Canadians, Indo- Canadians, First Nations, Latin-Canadian and Afro-Canadian. They were individually interviewed, following an expanded version of Flanagan's (1954) Critical Incident Technique. There were 340 relevant meaning units related to positive incidents and 386 meaning units related to negative incidents. Forty-two meaning units were associated with coping efforts, and 87 meaning units were on recommendations. Categories extracted from these meaning units were grouped as follows: (a) 20 positive categories, (b) 15 negative categories, (c) 15 coping categories, and (d) 33 recommendations. The reliability of classifying meaning units according to these categories was satisfactory, based on inter-judge agreement (80% and higher). The validity of content analysis was established by (a) confirmation by participants, (b) crossvalidation by other participants, (c) cross-validation by an independent judge, and (d) cross-validation by other researchers. The most frequently cited positive categories were subsumed under five key areas: (a) personal attributes of the supervisor, (b) supervision competencies, (c) mentoring, (d) relationship, and (e) multicultural supervision competencies. The most frequently reported negative categories were associated with the following five areas: (a) personal difficulties as a visible minority, (b) negative personal attributes of the supervisor, (c) lack of a safe and trusting relationship, (d) lack of multicultural supervision competencies, and (e) lack of supervision competencies. The coping efforts employed were grouped into four areas: (a) help seeking, (b) existential coping, (c) active coping, and (d) emotional coping. Finally, recommendations were also grouped into four broad areas: (a) needs to improve the quality of supervision, (b) needs to improve multicultural supervision competencies, (c) needs for educational institutions to make changes, and (d) needs for minority students to make changes. The study provided a comprehensive picture of what works and what does not work in multicultural supervision. The results support a mentoring model, which posits that supervision is effective to the extent that the supervisor takes on the role of a mentor. The practical implications of the study include the need for cross-cultural supervision competencies and mentoring graduate students.

While it is well known that multicultural issues have garnered recent prevalence in the field of counseling, the concerns faced by Native Americans continue to be under researched (Garrett & Pinchette, 2000). Although there are now several multicultural competency measures that are continuously undergoing validation research (see review by Constantine & Ladany, 2001; Ponterotto, Reiger, Barrett, & Sparks, 1994;) these instruments fail to consider specific counseling competencies when providing psychological services to Native American clients, their families, and communities. The purpose of this study was to identify the multicultural competencies a mental health professional should possess when working with Native American clients. These competencies were identified via the Delphi technique and qualitative methods were utilized to analyze the data. A panel of three expert checkers was used to reduce researcher bias when summarizing and interpreting each Delphi Round. Nominations for a panel of experts were solicited from the APA Monitor, counseling and psychology list serves (both national and local), anthropology list serves, personal contacts, and via nominations, self or other. Invitation letters were sent to those who expressed interest in the project and a final panel of thirteen experts agreed to participate in the project. Over the course of two years, only one panelist dropped out of the project. Three Delphi Rounds were completed and the results yielded numerous areas for consideration when assessing a mental health professional's competency when working with Native American clients. These included an understanding of heterogeneity amongst and between Native Americans, understanding historical and socio-political factors that influence the counseling process, and a demonstration of core counseling competencies necessary for any successful therapeutic course of treatment. The panel's consensus was that construction of a scale measuring counseling competencies with Native American clients was not feasible. Instead, several areas for further investigation were offered as well as more qualitative forms of investigation in the area of assessing counseling competencies when helping Native American clients. Theoretical, empirical, and applied implications are offered in an effort to further define the meaning of cultural competencies when assisting Native American mental health clients. / Department of Counseling Psychology and Guidance Services

Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instruments. Includes bibliographic references (ℓ. 100-130)

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 102-108).