2011

The importance of developing multicultural competencies has become widely acknowledged within the counseling profession. Although definitions of multicultural competency have varied, the tripartite model of multicultural knowledge, awareness, and skills is commonly accepted in the literature, research, and training standards (Atkinson, 2004; Council for Accreditation of Counseling and Related Programs [CACREP], 2009; Pieterse, Evans, Risner-Butner, Collins, & Mason, 2009; Sue & Sue, 2008). Training that promotes the development of students’ multicultural knowledge, awareness, and skills is recognized as a core curricular requirement in accredited counselor preparation programs (CACREP, 2009). Moreover, the responsibility of designing training that effectively addresses culture has been referred to as an ethical concern (Parrish & LinderVanBerschot, 2010).