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SAGE Journal User Guide

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?