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Multicultural Competency

1138 Words5 Pages

Ahmed, S., Wilson, K., Henricksen, R., & Jones, J. (2011). What Does It Mean to Be a Culturally-Competent Counselor? Journal for Social Action in Counseling and Psychology, 3(1), 17-28. Retrieved from http://www.psysr.org/jsacp/ahmed-v3n1-11_17-28.pdf The article is based on the changing demographics and the needs for the need for the human services field to become more proficient as it relates to being multiculturally competent. The author presents several strategies to include awareness, knowledge and the skills domain which through development can increase competency levels. Information provided elicits the importance of social justice and advocacy within the realm of multicultural counseling. The author elaborates on the fact that there …show more content…

Through samples from students, information was consistent with the fact that there were significant discrepancies with competencies concerning multicultural and sexual orientation when compared to their community counterparts. The results brought to light concerns that the current state was not conducive to a pro-social environment for those within the LGBTQ community at the school. The information signified the importance and need for further cultural competencies. Moreover, the author advocated for furthering social justice advocacy as it related to challenges when …show more content…

First had experiences are given by the mother who had firsthand knowledge of the intricacies when dealing with a child with disabilities. Within the context, she incorporates information with her professional training as a counselor to establish a greater understanding of the counselor and client’s perspective. Additionally, she offers different avenues and approaches for counselors to overcome some the issues there revolve around disability awareness and competency in counseling. Stloukal, M. E., & Wickman, S. A. (2011, April). School counseling programs as spiritual and religious safe zones. Counseling and Values, 55(2), 157. Spiritual and religious realms, or safe zones, are created through a model which the authors propose to create in schools. Within the model students in schools are provided areas, where free expression of self, beliefs, lifestyles, and diversity can have inclusion amongst peers without judgment or prejudice. The zones speak of cultural competence as many schools do not have counselors who are competent or are open to specific topics such as religion and spirituality. Swan, K. L., Schottelkorb, A. A., & Lancaster, S. (2015, October). Relationship conditions and multicultural competence for counselors of children and adolescents. Journal of Counseling and Development, 93(4), 481.

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