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.

<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. / 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. 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 using questionnaires. 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.