Multicultural Counseling Competency the Development Term Paper

Pages: 5 (1460 words)  ·  Bibliography Sources: ≈ 6  ·  File: .docx  ·  Level: College Senior  ·  Topic: Psychology

The first five competencies enumerated mainly illustrates differences among people based on their values, attitude, and behavior as they relate to the society (or other people) they live in. In competencies 6 to 9, there is more active participation on the counselor's part, wherein s/he is required to not just become knowledgeable, but also skilled in interacting with clients that are culturally different from him/her. After surveying and identifying the general characteristics of various cultural groups extant in the society, it is the counselor's task to interact with them and apply this knowledge in the context of counseling and therapy. This is a crucial stage in the counselor's pursuit to become multiculturally competent, since interpersonally communicating with the client is much harder than learning all the necessary information about him/her. At this stage of attaining competence, counselors must become aware that counseling is a task that attempts to treat the client, but "to pay attention to the working relationship" of the client with his/her counselor, as well as his/her community and other reference groups (Liu & Clay, 2002). Some of the important points that the counselor may take into consideration is to determine whether the client's beliefs and values manifests similarities or differences in her given culture, whether the client considers his/her culture as important and influential to his/her life, and ultimately, to determine if culture is actually an issue the counselor has to consider or contend with while interacting with and counseling the client.Get full Download Microsoft Word File access
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Term Paper on Multicultural Counseling Competency the Development Assignment

Apart from gaining knowledge about cultural differences of people and interacting with clients, being multiculturally competent also means that the counselor must learn to empathize with his/her clients. Evidently, this is directly linked with learning how to interact with clients, but this takes the skills of the counselor to a higher level of understanding, which involves the counselor, letting him/her choose to become subjective or objective in counseling the client. Indeed, empathizing is considered a "gamble" for counselors, who, despite their personal manner of interacting with their clients, subsist to the objectiveness of their therapies and formulated programs of treatment and counseling for their patients. In defense of empathy and becoming subjectively involved with the client, Patterson (2004) argues that multicultural is not just "a matter in information, knowledge, practices, skills, or techniques," positing that counseling must include establishing rapport and empathy with the client, factors which are considered as "the emotional bridge between the counselor and the counselee ... It is being increasingly recognized that professional competence is inherent in the personal qualities of the mental health practitioner." Multicultural counseling competence, in effect, requires the counselor to treat his/her profession as a vocation and not a work that can be objectively accomplished.

This paper has enumerated three important stages in which multicultural counseling competence can be achieved, which includes the following: (1) surveying all available knowledge and information about the cultural differences of groups and communities extant in the society; (2) formulation of effective and efficient interpersonal skills while counseling with clients, and (3) considering counseling not just a profession, but a vocation for the counselor, which entails personal involvement with the client.

These stages are essential for the development of a counselor's competence in his/her chosen field of expertise. More than attaining a formal education about the knowledge and skills required in multicultural counseling, counselors must also experience multiculturalism themselves in their lives, because it is only through experiencing that counselors can develop empathy and become more appreciative of the "vocation" that they had chosen to live (Tomlinson-Clarke, 2000). These stages to learning and applying knowledge and skills about multicultural counseling demonstrates that an integrative approach towards learning -- that is, combining the subjective with the objective components -- results to individuals who are more proficient in multicultural counseling (Constantine, 2001).


Arredondo, P. (2004). "Multicultural counseling competencies=ethical practice." Journal of Mental Health Counseling, Vol. 26, Issue 1.

Baruth, L. And M. Manning. (1999). Multicultural counseling and psychotherapy: a lifespan perspective. NJ: Prentice Hall.

Constantine, M. (2001). "Multicultural training, theoretical orientation, empathy, and multicultural case conceptualization ability in counselors." Journal of Mental Health Counseling, Vol. 23, Issue 4.

Liu, W. And D. Clay. (2002). "Multicultural counseling competencies: guidelines in working with children and adolescents." Journal of Mental Health Counseling, Vol. 24, Issue 2.

Patterson, C. (2004). "Do we need multicultural counseling competencies?" Journal of Mental Health Counseling, Vol. 26,… [END OF PREVIEW] . . . READ MORE

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How to Cite "Multicultural Counseling Competency the Development" Term Paper in a Bibliography:

APA Style

Multicultural Counseling Competency the Development.  (2004, December 13).  Retrieved January 15, 2021, from

MLA Format

"Multicultural Counseling Competency the Development."  13 December 2004.  Web.  15 January 2021. <>.

Chicago Style

"Multicultural Counseling Competency the Development."  December 13, 2004.  Accessed January 15, 2021.