Multicultural competency building: Practical solutions for training and evaluating student progress.
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Abstract
Fostering the development of cultural competence and responsiveness among psychology trainees is expected according to the professional standards of national accrediting bodies (Arredondo, Toporek, Brown, & Jones, 1996). However, the guidelines do not provide specifics on how to develop or evaluate such competence in trainees. This review offers information to help address that gap in clinical, counseling, and school psychology training literature. Building on the model of Sue, Arredondo, and McDavis (1992), we summarize multicultural training in the context of four domains of competence: development of multicultural beliefs and attitudes, knowledge, skills, and advocacy. We address these dimensions and provide a quick reference of teaching tools, offer a menu of experiential exercises, and discuss limitations and future directions in terms of student.
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