Journal of Counselor Preparation and Supervision
Document Type
Article
Keywords
multicultural training, counselor education, doctoral students, social justice, multicultural counseling
Subject Area
Clinical Supervision, Counselor Education
Abstract
Multicultural and social justice are central values of the counseling profession. However, it is unclear how doctoral training advances counselor education students' multicultural and social justice competence and what deficits might exist. The researchers addressed this gap by conducting a phenomenological study of multicultural and social justice training experiences with ten doctoral counselor education students. The researchers identified three themes: limited multicultural integration, methods of compensation, and experiencing growth. The researchers also identified subthemes that explained how doctoral students prepared themselves to be multicultural and social justice competent through self-study, collaborative learning, and role-taking experiences despite often perceiving gaps in their coursework. Finally, the researchers discuss implications and suggestions for future research.
Recommended Citation
Hilert, A., Haskins, N., Fan, S., Smith, C., Warraich, L., & Gosling, D. (2022). Multicultural and Social Justice Training in Doctoral Counseling Programs: A Phenomenological Study. Journal of Counselor Preparation and Supervision, 15(2). Retrieved from https://research.library.kutztown.edu/jcps/vol15/iss2/10
