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Article 1: Owen, D. S. (2007). Towards a critical theory of whiteness. Philosophy Social Criticism, 33(2), 203-222.

Summary: This article argues that a critical theory of whiteness is necessary, though not sufficient, to the formulation of an adequate explanatory account of the mechanisms of racial oppression in the modern world. In order to explain how whiteness underwrites systems of racial oppression and how it is reproduced, the central functional properties of whiteness are identified.

Questions to consider:

1. How is whiteness a structuring property of racialized social systems?
2. How does understanding whiteness call us to make changes in our multicultural thinking?
3. Why is it necessary to think critically about whiteness?

Article 2: Ahmed, S. (2007). A phenomenology of whiteness. Feminist Theory, 8(2), 149-168.

Summary: The paper suggests that we can usefully approach whiteness through the lens of phenomenology. It considers how whiteness functions as a habit, even a bad habit, which becomes a background to social action. Additionally, it draws on experiences of inhabiting a white world as a non-white body, and explores how whiteness becomes worldly through the noticeability of the arrival of some bodies more than others

Questions to consider:

1. How does whiteness function as a habit, which becomes a background to social action?
2. How does the phenomenology of whiteness impact social structures?

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Article 1: Wade, J. C. (2005). The issue of race in counseling psychology. The Counseling Psychologist, 33(4), 538-546.

Summary: This article discusses the evaluation and treatment of racial-ethnic minority clients and patients and has implications for practice.

Questions to Consider:

1. What do you believe to be barriers to viewing race-related issues as important?
2. What is the psychiatric definition of trauma?
3. How does one conceptualize racial incidents as trauma?

Article 2: Abrams, E. M., & Todd, N. R. (2011). White dialectics as multidimensional, contextual, and transformational. The Counseling Psychologist, 39(3), 423-437.

 Summary: This article provides a response to reactions by Ponterotto, Sue, and Toporek to the White dialects framework presented in an article by Todd and Abrams. The present response focuses on incorporating multidimensionality, the multilevel nature of context, and the potential for transformation in the White dialectics framework.

Questions to Consider:

1. What are some suggested ways Abrams discusses to incorporate multidimensionality into transforming the White dialectics framework?
2. How can you apply the White dialectics framework to promote antiracism in your community?
3. How can you broaden the conversation surrounding changing the White dialectics framework to your colleagues or others who are not familiar with this work?

Article 3: Suzuki, L. A., McRae, M. B., & Short, E. L. (2001). The facets of cultural competence: Searching outside the box. The Counseling Psychologist, 29(6), 842-849.

Summary: This article focuses on an examination of the multidimensional model of cultural competence (MDCC) and issues related to the definition of competence and its measurement.

Questions to Consider:

1. Suzuki, McRae, & Short examine the multidimensional model of cultural competence in this article. What are the issues related to the definition of competence they discuss?
2. How do these issues of the definition of competence impact a movement towards change?
3. What do the complexities related to power hierarchies look like and how can those complexities be addressed?

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Article 1: Quinn, A. (2012). A person-centered approach to multicultural counseling competence. Journal of Humanistic Psychology, 53(2), 202-251.

Summary: This article examines current and historical trends in psychotherapy research and practice with racial/ethnic minority populations.

Questions to consider:

1. How does taking a person-centered approach to multicultural counseling competency help promote awareness and effectiveness when working with clients of color?
2. When thinking about working with various diagnoses, how can person-centered therapy help across cultures?

Article 2: Essandoh, P. K. (1996). Multicultural counseling as the "fourth force": A call to arms. The Counseling Psychologist, 24(1), 126-137.

Summary: This article examines the field of counseling as a new paradigm in counseling theory and suggests that although there has been a heightened awareness in multicultural counseling theory, the need to recognize the cultural and political context of human development in clinical practice has been very slow. It argues that the progress made has only been in theories and research, and that as scientists-practitioners, we need to work hard at supporting competent practice.

Questions to consider:

1. Why is multicultural counseling considered the “fourth force” to counseling?
2. What are some changes Essandoh describes has happened?
3. How can you, as a practitioner, effect growing multicultural change in the field?

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Article 1: Buckley, T. R., & Foldy, E. G. (2010). A pedagogical model for increasing race-related multicultural counseling competency. The Counseling Psychologist, 38(5), 691-713.

Summary: This article proposes a pedagogical model to enhance what the authors call race-related multicultural counseling competency, which focuses on race, racism, and racial identity development.

Questions to consider:

1. Buckley and Foldy discuss two types of safety, psychological safety and identity safety. Why must these be present in order to help students grow as effective multicultural counselors?
2. What multicultural strategies have been present to help you feel safe in the classroom? If there are none, how can you help promote an atmosphere of safety in order to grow as a multicultural counselor?

Article 2: Sammons, C. C., & Speight, S. L. (2008). A qualitative investigation of graduate-student changes associated with multicultural counseling courses. The Counseling Psychologist, 36(6), 814-838.

Summary: The critical incidents technique was used to gather information from graduate students about the changes they experienced connected to their participation in multicultural counseling courses.

Questions to consider:

1. Sammons and Speight surveyed graduate students to gather information about the changes they experienced as a result of participating in multicultural counseling courses. What changes have you experienced due to your participation in multicultural counseling courses?
2. What elements were linked to your personal changes?
3. How are those changes reflected in your daily interactions with multicultural persons?

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Article 1: Hendricks, C. B., Bradley, L. J., & Robertson, D. L. (2015). Implementing multicultural ethics: Issues for family counselors. The Family Journal: Counseling and Therapy for Couples and Families, 23(2), 190-193.

Summary: This article addresses the need for family counselors to examine the application of new constructs to counseling ethics training. The authors challenge family counselors to expand their cultural perspectives in ethical decision-making and cease ethics training that is inadequate to meet the needs of a diverse society.

Questions to consider:

1. Why is there a need for family counselors to examine multicultural ethics?
2. According to the authors, what important elements are missing in integrating high-level cognitive decision models and multicultural constructs?
3. How can you expand your cultural perspectives in ethical decision-making?

Article 2: Davidson, M. M., & Hauser, C. T. (2015). Multicultural counseling meets potentially harmful therapy: The complexity of bridging two discourses. The Counseling Psychologist, 43(3), 370-379.

Summary: This article includes an appraisal of contributions, limitations, and questions raised in Wendt, Gone, & Nagata’s major contribution regarding potentially harmful therapy (PHT) and multicultural counseling. The authors are commended for initiating a convergent dialogue   between the PHT and multicultural counseling literatures, creating a strong argument for their integration, and contextualizing the prior division.

Questions to consider:

1. What do the authors include as potentially harmful therapy?
2. How do the authors think the narrow emphasis on an ethnoracial domain of culture has impacted multicultural counseling?

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Article 1: Pekerti, A. A., Moeller, M., Thomas, D. C., & Napier, N. K. (2015). n-Culturals, the next cross-cultural challenge: Introducing a multicultural mentoring model program. International Journal of Cross Cultural Management, 15(1), 5-25.

Summary: This article advances current conceptualizations of multicultural identities by identifying constituent elements of multicultural identity as knowledge, identification, internalization, and commitment. This article provides some solutions to managing multicultural challenges in organizations, such as conflicting values and identities. It also offers solutions on how individuals and organizations can leverage their identities in relation to the multiculturalism continuum to achieve desired workplace outcomes.

Questions to consider:

1. What do the authors define as n-Culturals, and why do they propose they are important?
2. How can you provide solutions to managing multicultural challenges in your organization?

Article 2: Nethsinghe, R. (2012). Finding balance in a mix of culture: Appreciation of diversity through multicultural music education. International Journal of Music Education, 30(4), 382-396.

Summary: This study explores the understandings of cultural diversity as enacted in multicultural music education. This phenomenological qualitative case study explores how Sri Lankan/Australian students use music in their construction of self-identity in multicultural Australia. Three themes were identified as significant to the understanding of the participants concerning multicultural music studies. These findings contribute to the understanding of providing multicultural music education programs for students, which appears to be a pressing global challenge.

Questions to consider

1. How does understanding culture with regards to music important to furthering your understanding of others?
2. How do you feel music can be used to help clients journey through their difficulties and move towards wholeness?

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Article 1: Morrison, G. Z. (2010). Two separate worlds: Students of color at a predominantly white university.Journal of Black Studies, 40(5), 987-1015.

Summary: In this study, 21 African American, Asian American, and Latino students were interviewed in order to ascertain the nature of their experience as students of color on a small, predominantly White university campus in the northeastern United States.

Questions to consider:

1. How does Morrison discuss the impact of the person of colors experience at a predominately white university?
2. How does “two separate worlds” impact how we function in society?
3. What changes do you propose to help bridge the gap between the two worlds?

Article 2: Soudien, C. (2015). A brief engagement with some conceptual challenges in the discussion about 'race' and racism. Power and Education, 7(2), 143-154.

Summary: At issue in this discussion is a question of knowledge and how those who work in education use the knowledge at their disposal in practice. How do they, firstly, work with the almost universal consensus that ‘race’ as a biological phenomenon has no inherent substance but that its equally almost universal social acceptance makes it real? Having come to their conclusions, secondly, how do they work educationally with the complexity of the ideological positions surrounding their knowledge?

Questions to consider:

1. How does Soudien discuss the universal consensus that ‘race’ as a biological phenomenon has no inherent substance but that its equally almost universal social acceptance makes it real?
2. What does Soudien propose as helpful when working educationally with the complexity of the ideological positions surrounding that knowledge?
3. What is your understanding about the concept of race and how it is demonstrated in our world?

Article 3: Reimers, F. A., & Stabb, S. D. (2015). Class at the intersection of race and gender: A 15-year content analysis. The Counseling Psychologist, 1-28.

Summary: Consistent with psychology’s call to action for an inclusive and intentional focus on social class, this article looks at a content analysis examining class variables relative to race and gender variables in articles over a 15-year period in The Counseling Psychologist and the Journal of Counseling Psychology. Results highlight a recent, significant increase in attention to class issues, as well as the continued need to place class analysis on par with other important diversity variables.

Questions to consider:

1. How does the content analysis of social class related to race and gender variables impact the way we think about our culture today?
2. How do those variables contribute to your thinking about social class?
3. What can you do to expand your understanding of social class, and what attention needs to be given to this topic that will help with increasing an understanding of diversity?

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Article 1: vanBochoev, M., Burgers, J., Geurts, A., deKoster, W., & vanderWaal, J. (2015). Questioning ethnic identity: Interview effects in research about immigrants' self-definition and feelings of belonging. Journal of Cross-Cultural Psychology, 46(5), 652-666.

Summary: Although studies on ethnicity-of-interviewer effects demonstrate that the interviewer’s ethnic background influences respondents’ answers, they often do not take the multifaceted nature and context-dependency of ethnic identifications into account. This research discerns two aspects of ethnic identification—defining oneself as being ethnic and expressing feelings of belonging to ethnic groups—of which the latter is expected to be more sensitive to interviewer effects. It also compares three, instead of two, interview situations—being interviewed by (a) a majority member, (b) a co-ethnic, and (c) a non-co-ethnic minority member—as to empirically scrutinize the scope of interviewer effects while disentangling whether they are cross-ethnically accommodating (respondents stress their similarities with the non-co-ethnic interviewer) or ethnically affirming (respondents emphasize their own ethnic identity).

Questions to consider:

1. Do you feel you are impacted by your ethnic background when working with persons of a different culture than yours?
2. What do you understand about your own ethnicity and how is that understanding important in working as a culturally competent counselor?
3. How has your interaction with persons of another culture impacted your understanding of that culture?

Article 2: Jaspal, R., & Cinnirella, M. (2011). The construction of ethnic identity: Insights from identity process theory. Ethnicities, 12(5), 503-530.

Summary: The article explores the potential psychological benefits of ethnic identification. Key theoretical strands from anthropology and sociology, such as the ‘relational self’ in ethnic identification, are discussed in relation to IPT. The intergroup dimension of ethnic identification is also explored through the discussion of ethnic ‘boundaries’. Finally, it discusses the construct of ‘hybridization’ in relation to social psychology.

Questions to consider:

1. What are some of the potential psychological benefits of ethnic identification?
2. How important is identity process theory to a persons identification process?
3. How does “hybridization” relate to social psychology?

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Article 1: Everett, B. (2015). Sexual orientation identity change and depressive symptoms: A longitudinal analysis. Journal of Health and Social Behavior, 56(1), 37-58.

Summary: Several new studies have documented high rates of sexual identity mobility among young adults, but little work has investigated the links between identity change and mental health. This study uses the National Longitudinal Study of Adolescent to Adult Health (N = 11,727) and employs multivariate regression and propensity score matching to investigate the impact of identity change on depressive symptoms.

Questions to consider:

1. What does Everett discuss as the links between identity change and mental health?
2. What are some of the negative impacts of identity change?
3. How can you advocate for persons who are engaged in trying to understand their own sexual identity?

Article 2: Borders, A., Guillen, L. A., & Meyer, I. H. (2014). Rumination, sexual orientation uncertainty, and psychological distress in sexual minority university students. The Counseling Psychologist, 42(4), 497-523.

Summary: This study examined associations between uncertainty about sexual orientation, rumination, and psychological distress in university students.

Questions to consider:

1. How is higher sexual orientation uncertainty associated with greater rumination, depressive symptoms, and perceived stress?
2. How can you, as a counselor, help clients move through rumination in a healthy manner?

Article 3: Ueno, K., Vaghela, P., & Ritter, L. J. (2014). Sexual orientation, internal migration, and mental health during the transition to adulthood. Journal of Health and Social Behavior, 55(4), 461-481.

Summary: Previous research has suggested that sexual minorities may have higher rates of migration than heterosexuals, indicating their effort to escape stigma in the currently residing areas. However, direct evidence for the migration pattern has been lacking, and mental health implications of such coping effort have been unclear. This study seeks to fill these gaps in the literature by analyzing the Add Health data, which include longitudinal measures of residential locations, sexual orientation, and mental health. The analysis focuses on the transition to adulthood, when the rate of internal migration peaks.

Questions to consider:

1. Ueno, Vaghela, and Ritter discuss the importance in filling the gaps in literature regarding the lack of evidence for the migration pattern of sexual minorities. What is your understanding of the information they present?
2. What do you attribute to the difference in migration for males and females?
3. Why do you believe people who migrate to other locations demonstrate better mental health?

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Article 1: Ciuffetelli Parker, D., & Craig, C. J. (2015). An international inquiry: Stories of poverty-poverty stories. Urban Education, 1-32.

Summary: This article features an international inquiry of two high-poverty urban schools, one Canadian and one American. It examines poverty in terms of “small stories” that educators and students live and tell, often on the edges, unheard and unaccounted for in grand narratives. It also expands the story constellations approach to narrative inquiry by adding a new set of paired stories: stories of poverty–poverty stories.

Questions to consider:

1. How do the authors talk about their understanding of poverty in this work?
2. What is your understanding of poverty and how does it impact the narrative of those sharing their stories?
3. How can you advocate for those who are living in poverty to help empower them where they are?

Article 2: Gonzalez, M. G., Swanson, D. P., Lynch, M., & Williams, G. C. (2014). Testing satisfaction of basic psychological needs as a mediator of the relationship between socioeconomic status and physical and mental health. Journal of Health Psychology, 1-11.

Summary: This research applied self-determination theory to examine the degree to which satisfaction of basic psychological needs for autonomy, relatedness, and competence explained the association between socioeconomic status and physical and mental health outcomes, while controlling for age, exercise, and smoking status.

Questions to consider:

1. What is self-determination theory?
2. Why do you think self-determination theory impacts the degree of satisfaction of basic psychological needs?
3. How can you help someone strengthen their self-determination, thereby balancing the uneven distribution of health across the socioeconomic gradient?

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Article 1: Matrone, K. F., & Leahy, M. J. (2005). The relationship between vocational rehabilitation client outcomes and rehabilitation counselor multicultural counseling competencies. Rehabilitation Counseling Bulletin, 48(4), 244-244.

Summary: Multicultural issues in rehabilitation counseling continue to be a focus of practice and research because of the rapidly changing racial and ethnic profiles of persons with disabilities seeking services in the United States. This study investigated the relationship between vocational rehabilitation client outcomes and the rehabilitation counselor multicultural counseling competencies of 118 rehabilitation counselors working in a large midwestern vocational rehabilitation agency.

Questions to consider:

1. When thinking of your own professional training, how prepared do you feel to address multicultural issues related to rehabilitation counseling?
2. Why is sound rehabilitation training essential for counselors in training?
3. How can you help your clients that have disabilities advocate for themselves in relation to their needs?

Article 2: Pande, N., & Tewari, S. (2011). Understanding coping with distress due to physical disability.Psychology and Developing Societies, 23(2), 177-209.

Summary: This article presents findings of two studies that investigated coping with physical disability within the multivariate transactional model of stress.

Questions to consider:

1. How does anasakti and positive life orientation moderate the relationship between perceived distress and coping?
2. How can you, as a counselor, help clients manage ego-related stressors to enable the to function at their best?
3. Why do you think education is the strongest predictor of perceived distress?

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Article 1: Cornish, M. A., Wade, N. G., Tucker, J. R., & Post, B. C. (2014). When religion enters the counseling group: Multiculturalism, group processes, and social justice. The Counseling Psychologist, 42(5), 578-600.

Summary: Religion is a diversity factor that comprises a significant component of identity for many clients. However, little attention has been paid to religion in the context of group counseling, especially process-oriented, non-themed groups with heterogeneous membership. Using multicultural, process-oriented, and social justice theories of groups, this article demonstrates the myriad ways religion is relevant to and influential in group counseling work.

Questions to consider:

1. How important is it to manage the discussion of religion in a group context?
2. What do the authors include as some of the ways religion is influential in group counseling work?
3. How prepared are you to discuss religion in a group context?

Article 2: Boyd-Franklin, N. (2010). Incorporating spirituality and religion into the treatment of African American clients. The Counseling Psychologist, 38(7), 976-1000.

Summary: This article discusses the process of incorporating spirituality and religion into the treatment of African American clients. It addresses religious diversity within the African American community. The roles of spirituality and religion as survival and coping mechanisms for overcoming racism, adversity, and loss are emphasized.

Questions to consider:

1. How important is spirituality and religion to those in the African American culture?
2. What do you hear as the overarching theme in the stories told by African American clients?
3. How prepared are you to work with African American clients in the area of spirituality and religion?

Article 3: Eliason, G. T., Lepore, M., & Holmes, D. (2013). Ethics in pastoral care and counseling: A contemporary review of standards in the field. Journal of Pastoral Care and Counseling, 67(2), 1-11.

Summary: This article reviews ethical responsibilities that must be considered when engaging in pastoral care, counseling, and psychotherapy. It discusses important contemporary issues counselors will want to contemplate in pursuing a high quality of care in their counseling practices.

Questions to consider:

1. What do Eliason, Lepore, and Holmes include as some important ethical responsibilities that must be considered when engaging in pastoral care, counseling, and psychotherapy?
2. What is the difference between pastoral care, pastoral counseling, and pastoral psychotherapy?
3. Why is it important for pastoral counselors to attain the necessary credentials for practice in the area of counseling they want to undertake?

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Article 1: Singh, A. A., Hofsess, C. D., Boyer, E. M., Kwong, A., Lau, A. S. M., McLain, M., & Haggins, K. L. (2010).Social justice and counseling psychology: Listening to the voices of doctoral trainees . The Counseling Psychologist, 38(6), 766-795.

Summary: The purpose of this qualitative study was to understand counseling psychology

doctoral trainees’ perceptions of social justice training in their academic programs. Researchers identified major themes of participants’ responses (e.g., promotion of social equality, infusion across training contexts, training opportunities outside of programs, importance of “walking the talk”).

Questions to consider:

1. Why is social justice training important for counselor trainees?
2. How prepared are you to work with issues of social justice?
3. What to do the authors include as important themes in social justice training?

Article 2: Yoder, J. D., Snell, A. F., & Tobias, A. (2012). Balancing multicultural competence with social justice: Feminist beliefs and optimal psychological functioning. The Counseling Psychologist, 40(8), 1101-1132.

Summary: This article conducted a study to identify a multivariate configuration of feminist beliefs best associated with optimal psychological functioning. A canonical correlation analysis revealed a significant multivariate association and yielded three distinct functions: established feminism (the strongest, most positive predictor) and its opposite (antifeminism), awakening feminism (negatively linked to individual well-being), and non-feminist but woman-identified traditionalism (with some compromised wellbeing). The configuration of feminist beliefs that a woman holds, does not hold, and rejects makes a difference for her psychological functioning as well as for the roles counseling psychologists adopt to achieve multicultural competence along with social justice.

Questions to consider:

1. How does a persons understanding of their feminist beliefs contribute to their worldview?
2. As a counselor, how can you expand your understanding of feminist theory and incorporate it into your work with clients?

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Article 1: Sue, D. W. (2005). Racism and the conspiracy of silence: Presidential address. The Counseling Psychologist, 33(1), 100-114.

Summary: APA President D. W. Sue addresses issues of racism and the conspiracy of silence.

Questions to consider:

1. Why do you believe Sue included the phrase ‘the conspiracy of silence’ in his presidential address?
2. How do you think remaining silent about racism furthers the impact of discrimination in our society?
3. Why is it important for you to break the silence?

Article 2: Pieterse, A. L., Evans, S. A., Risner-Butner, A., Collins, N. M., & Mason, L. B. (2009). Multicutural competence and social justice training in counseling psychology and counselor education: A review and analysis of a sample of multicultural course syllabi. The Counseling Psychologist, 37(1), 93-115.

Summary: This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Whereas the findings identify social justice content as a growing presence in multicultural courses, there is a need to more clearly outline the fundamental points of distinction and overlap between multicultural competence and social justice advocacy in counselor and counseling psychology training.

Questions to consider:

1. When you consider your educational training, what is your experience with social justice training?
2. How did your professors incorporate social justice into your coursework?
3. Why do you feel social justice training is essential?

Article 3: Inman, A. G., Luu, L. P., Pendse, A. C., & Caskie, G. I. L. (2015). Graduate trainees' social justice supports, beliefs, interest, and commitment. The Counseling Psychologist, 1-27.

Summary: The present study examined the direct and indirect relationships between belief in a just world, belief in an unjust world, perceived social supports, and training supports, and social justice self-efficacy beliefs, interest, and commitment among 274 graduate counselor trainees.

Questions to consider:

1. How would you define a just world? How would you define an unjust world?
2. What social supports do you have that help formulate your ideas of justice?
3. How do you advocate for creating a just world?

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