Real Scenarios and Complementary Lectures: A Classroom Training Approach to Increase Counselor Awareness, Knowledge, and Skill

Cultural competency for counselors has gained considerable momentum in the professional literature and, more important, in some counselor training programs. The literature reveals that most programs in counseling offer at least one course specific to cross-cultural counseling issues (Hills & Strozier, 1993). In addition, the Council for Accreditation of Counseling and Related Educational Programs (CACREP; 2001), the accrediting body for counselor educators; the American Counseling Association's (2005) ACA Code of Ethics; and state licensure boards across the country require programs to include curricular experiences involving sensitivity to diversity issues. During the past decade, many counselor educators and trainers have focused their attention on developing various models of cross-cultural training activities designed to enhance the cultural competency of counselor trainees (Beale, 1986; Fukuyama & Neimeyer, 1985; Leong & Kim, 1991; Merta, Stringham, & Ponterotto, 1988; Peterson, 1977). Of particular importance to the training of professional counselors is the fact that a set of cross-cultural counseling competencies were established to guide training programs in the development of their students (Sue, Arredondo, & McDavis, 1992). In the context of counselor preparation and application, these competencies recommended that counseling departments develop the counselor trainee's awareness, knowledge, and skills to work with the major cultural groups in the United States. Most of the training models (i.e., set of practices and procedures that result in a desired outcome) have focused on the awareness and knowledge components of counselor trainees (Christensen, 1989; Lopez et al., 1989; Parker, Valley, & Geary, 1986; P. Pedersen, 1988; Ridley, Mendoza, Kanitz, Angermeier, & Zenk, 1994), although there has been greater discussion concerning the need for cross-cultural models devoted to skill development (D'Andrea & Daniels, 1991; Leong & Kim, 1991). The shift toward cross-cultural skill development has occurred because some counselor education departments have questioned the value of cross-cultural training paradigms that emphasize the awareness and knowledge of counseling students. On one hand, the argument presented is that there are no empirical bases connecting an understanding of counselor educators' attitudes and values and a deeper appreciation and sensitivity of persons from culturally diverse groups. Thus, many departments maintain that the focus on more objective measures, such as the training of cross-cultural skill development, should take priority. As proponents of cross-cultural training for counseling students, we are convinced that cross-cultural competency can be sufficiently addressed in counseling programs. However, some limitations exist to reduce the effectiveness of training competency. Unfortunately, most counseling departments have one or two individuals who truly understand cross-cultural counselor training (Clark, 1993; Midgette & Meggert, 1991; Ponterotto & Casas, 1987). Notwithstanding the lack of individuals with training in cross-cultural counseling, the orientation toward cultural competency training is strongly dependent on faculty who maintain the enthusiasm and support for counselor trainees' cross-cultural development (Nuttal, Sanchez, & Webber, 1996). Furthermore, on the basis of personal conversations with several well-respected counselor educators at counseling programs throughout the United States, it is difficult to encourage faculty to choose a systematic approach to cross-cultural awareness, knowledge, and skills in the curriculum. The purpose of this article is to discuss an approach that we use to address all three dimensions of multicultural competency training: awareness, knowledge, and skills. Of specific concern are those stereotypical beliefs that counselor trainees may hold that are beyond their awareness but could manifest in negative behavior and treatment of potential clients. …