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Discussion 1: Multicultural Awareness and Cultural Competence
Multiculturalism is a powerful force. It is reshaping Americas school system. In a broad worldview, the concept of multiculturalism refers to both demographic shifts and a range of emerging topics, such as religion, ethnicity, geographic area, socioeconomic background, gender, and sexual orientation. How do you prepare yourself to address the changing demographics in your school? What skills or knowledge do you need to counsel students with a behavior that is not the norm?
Among the contemporary issues facing the school counseling profession, perhaps the most challenging is how to operationalize multicultural counseling competence. Theorists have offered a three-dimensional framework to define cultural competence: cultural awareness and beliefs; cultural knowledge; and cultural skills (Holcomb-McCoy & Chen-Hayes, 2015). In addition to acquiring these attributes, it is essential that school counselors participate in self-assessments to gain an understanding of who they are, what they believe, what their biases are, and how to separate those personal aspects from the counseling process. School counselors have the responsibility to not assume that all students share a common measure of what may be considered \”normal\” behavior.
It is important to recognize that school counselors are guided by the ASCA Ethical Standards for School Counselors in ways that strive for exemplary cultural competence by ensuring personal beliefs or values are not imposed on students or other stakeholders (ASCA, 2010, p. 5). These standards are aligned with the Council for Accreditation of Counseling and Related Educational Programs (CACREP) Standards that underscore understanding the cultural context of relationships, issues, and trends in a multicultural society (Council for Accreditation of Counseling and Related Educational Programs, n.d.-b).
For this Discussion, review this weeks resources. Focus on the diversity and advocacy standards set by the professional organizations. Then, consider your personal multicultural awareness and cultural competence. Think about the stereotypes you may hold and your cultural tolerance. Finally, consider how your cultural bias and worldview might influence your effectiveness as a school counselor.
Post by Day 3 a brief explanation of your self-awareness of multicultural issues. Explain the importance of multicultural awareness and cultural competence to the practice of school counseling.
Be sure to support your postings and responses with specific references to the resources and the current literature using appropriate APA format and style
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Added on 20.09.2016 13:14
LeBeauf, I., Smaby, M., & Maddux, C. (2009). Adapting counseling skills for multicultural and diverse clients. Retrieved from http://www.counseling.org/resources/library/vistas/2009-V-Print/Article%204%20LeBeaufSmabyMaddux.pdf

American School Counselor Association. (2010). Ethical standards for school counselors. Retrieved from http://www.schoolcounselor.org/asca/media/asca/Resource%20Center/Legal%20and%20Ethical%20Issues/Sample%20Documents/EthicalStandards2010.pdf

Council for Accreditation of Counseling and Related Educational Programs (CACREP). (n.d.-b). 2009 standards. Retrieved from http://www.cacrep.org/wp-content/uploads/2013/12/2009-Standards.pdf

Grothaus, T., McAuliffe, G., & Craigen, L. (2012). Infusing cultural competence and advocacy into strength-based counseling. The Journal of Humanistic Counseling, 51(1), 5165.
Infusing cultural competence and advocacy into strength-based counseling by Grothaus, T., McAuliffe, G., & Craigen, L. in The Journal of Humanistic Counseling 51/1. Copyright 2012 by the Association of Humanistic Counseling. Reprinted by permission of John Wiley & Sons-Journals via the Copyright Clearance Center.

Holcomb-McCoy, C., & Chen-Hayes, S. F. (2015). Culturally competent school counselors: Affirming diversity by challenging oppression. In B. T. Erford (Ed.), Transforming the school counseling profession (4th ed., pp. 173193). Upper Saddle River, NJ: Pearson.

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