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dc.contributorCorrespondence concerning this article should be sent to Dorota Celinska at dcelinsk@roosevelt.edu and Roberto Swazo at roberto.swazo@uni.edu
dc.contributor.authorCelinska, Dorota
dc.contributor.authorSwazo, Roberto
dc.date2021-06-30T22:18:52.000
dc.date.accessioned2021-09-08T14:46:31Z
dc.date.available2021-09-08T14:46:31Z
dc.identifierrepository.wcsu.edu/jcps/vol8/iss3/4
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/2055
dc.description.abstract<p>Multicultural competencies are critical elements in both counselor preparation and practice. In accordance with the standards of the Council of Accredited Counseling and Related Educational Programs (CACREP), counselor education programs must implement multicultural competencies as one of core curriculum areas. Although research evidences the positive impact of multicultural training, it remains a challenge to establish which curriculum designs and pedagogical approaches are most effective. This study compares self-reported openness and comfort in interactions with diverse populations of 87 counselors-in-training across two distinct multicultural curriculum designs (i.e., single multicultural course vs. infusion through the curriculum) in a CACREP accredited counselor education program in the Midwest. Implications for counselor education programs and counselors in the field are provided.</p>
dc.titleMulticultural Curriculum Designs in Counselor Education Programs: Enhancing Counselors-in-Training Openness to Diversity
dc.title.alternativeMulticultural Curriculum Designs
wcsu.oldurlhttps://repository.wcsu.edu/jcps/vol8/iss3/4
dc.source.statuspublished
dc.subject.keywordmulticultural counseling training
dc.subject.keywordmulticultural curriculum design
dc.subject.keyworddiversity
wcsu.oldid1124
dc.source.peer_reviewedtrue
dc.identifier.doihttp://dx.doi.org/10.7729/83.1124


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