ExemplaryProficientProgressingEmergingElement (1) Respo.docx

Exemplary
Proficient
Progressing
Emerging
Element (1): Responsiveness: Did the student respond to the
main question of the week?
9 points (28%)
Posts exceed requirements of the Discussion instructions (e.g.,
respond to the question being asked; go beyond what is required
[i.e., incorporates additional readings outside of the assigned
Learning Resources, and/or shares relevant professional
experiences]; are substantive, reflective, and refers to Learning
Resources demonstrating that the student has considered the
information in Learning Resources and colleague postings).
9 points
Posts are responsive to and meet the requirements of the
Discussion instructions. Posts respond to the question being
asked in a substantive, reflective way and refer to Learning
Resources demonstrating that the student has read, viewed, and
considered the Learning Resources and colleague postings.
7–8 points
Posts are somewhat responsive to the requirements of the
Discussion instructions. Posts are not substantive and rely more
on anecdotal evidence (i.e., largely comprised of student
opinion); and/or does not adequately demonstrate that the
student has read, viewed, and considered Learning Resources
and colleague postings.
4–6 points
Posts are unresponsive to the requirements of the Discussion

instructions; miss the point of the question by providing
responses that are not substantive and/or solely anecdotal (i.e.,
comprised of only student opinion); and do not demonstrate that
the student has read, viewed, and considered Learning
Resources and colleague postings.
0–3 points
Element (2): Critical Thinking, Analysis, and Synthesis: Is the
student able to make meaning of the information?
9 points (28%)
Posts demonstrate the student’s ability to apply, reflect, AND
synthesize concepts and issues presented in the weekly Learning
Objectives. Student has integrated and mastered the general
principles, ideas, and skills presented. Reflections include clear
and direct correlation to authentic examples or are drawn from
professional experience; insights demonstrate significant
changes in awareness, self-understanding, and knowledge.
9 points
Posts demonstrate the student’s ability to apply, reflect OR
Objectives. The student has integrated many of the general
principles, ideas, and skills presented. Reflections include clear
and direct correlation to authentic examples or are drawn from
professional experience, share insights that demonstrate a
change in awareness, self- understanding, and knowledge.
7–8 points
Posts demonstrate minimal ability to apply, reflect, or
Objectives. The student has not fully integrated the general
principles, ideas, and skills presented. There are little to no
salient reflections, examples, or insights/experiences provided.
4–6 points
Posts demonstrate a lack of ability to apply, reflect, or

Objectives. The student has not integrated the general
principles, ideas, and skills presented. There are no reflections,
examples, or insights/experiences provided.
0–3 points
Element (3): Professionalism of Writing: Does the student meet
graduate level writing expectations?
5 points (16%)
Posts meet graduate-level writing expectations (e.g., are clear,
concise, and use appropriate language; make few errors in
spelling, grammar, and syntax; provide information about
sources when paraphrasing or referring to it; use a
preponderance of original language and directly quote only
when necessary or appropriate). Postings are courteous and
respectful when offering suggestions, constructive feedback, or
opposing viewpoints.
5 points
Posts meet most graduate-level writing expectations (e.g., are
clear; make only a few errors in spelling, grammar, and syntax;
provide adequate information about a source when paraphrasing
or referring to it; use original language wherever possible and
directly quote only when necessary and/or appropriate).
Postings are courteous and respectful when offering
suggestions, constructive feedback, or opposing viewpoints.
4 points
Posts partially meet graduate-level writing expectation (e.g.,
use language that is unclear/inappropriate; make more than
occasional errors in spelling, grammar, and syntax; provide
inadequate information about a source when paraphrasing or
referring to it; under-use original language and over-use direct
quotes). Postings are at times less than courteous and respectful
when offering suggestions, feedback, or opposing viewpoints.

2–3 points
Posts do not meet graduate-level writing expectations (e.g., use
unclear/inappropriate language; make many errors in spelling,
grammar, and syntax; do not provide information about a source
when paraphrasing or referring to it; directly quote from
original source materials or consistently paraphrase rather than
use original language; or are discourteous and disrespectful
when offering suggestions, feedback, or opposing viewpoints).
0–1 points
Element (4):
Responses to Peers: Did the student respond to peer posts and
contribute professionally?
9 points (28%)
Responds to two or more peers in a manner that significantly
contributes to the Discussion.
9 points
Responds to one or more peers in a manner that significantly
7–8 points
Responds to one or more peers in a manner that minimally
4–6 points
Does not respond to any peer posts.
0–3 points
32 points
100%
25–28 points
78–88%
14–21 points
44–66%
0–10 points

0–31%
© 2015 Laureate Education, Inc.
Page 1 of 3
Multicultural and Social Justice Counseling Competencies
Developed by
The Multicultural Counseling Competencies Revisions
Committee:
Dr. Manivong J. Ratts, chair (Seattle University)
Dr. Anneliese A. Singh (University of Georgia)
Dr. Sylvia Nassar-McMillan (North Carolina State University),
Dr. S. Kent Butler (University of Central Florida)
Julian Rafferty McCullough (Georgia State University)

Appointed by
Dr. Carlos Hipolito-Delgado
President, Association for Multicultural Counseling and
Development (2014-2015)
Endorsed on June 29, 2015 by
Association for Multicultural Counseling and Development
Executive Council
A Division of the American Counseling Association
Endorsed on July 20, 2015 by
American Counseling Association Governing Council
2
Table of Contents
1.
Overview………………………………………………………………
………………3
2. Multicultural and Social Justice Counseling Competencies
Conceptual Framework...4
3. Multicultural and Social Justice Counseling
Competencies…………..…………...5-14

3
The Multicultural and Social Justice Counseling Competencies
(MSJCC), which
revises the Multicultural Counseling Competencies (MCC)
developed by Sue,
Arredondo, and McDavis (1992) offers counselors a framework
to implement
multicultural and social justice competencies into counseling
theories, practices, and
research. A conceptual framework (See Figure 1) of the MSJCC
is provided to illustrate a
visual map of the relationship between the constructs and
competencies being articulated
within the MSJCC. Moreover, quadrants are used to highlight
the intersection of
identities and the dynamics of power, privilege, and oppression
that influence the
counseling relationship. Developmental domains reflect the
different layers that lead to

multicultural and social justice competence: (1) counselor self-
awareness, (2) client
worldview, (3) counseling relationship, and (4) counseling and
advocacy interventions.
Embedded within the first three developmental domains of the
MSJCC are the following
aspirational competencies: attitudes and beliefs, knowledge,
skills, and action (AKSA).
The socioecological model is incorporated within the counseling
and advocacy
interventions domain to provide counselors a multilevel
framework for individual
counseling and social justice advocacy.
4
Figure 1

Figure 1: Multicultural and Social Justice Counseling
Competencies Retrieved from
http://www.counseling.org/knowledge-center/competencies.
Copyright 2015 by M.J. Ratts, A.A.
Singh, S. Nassar-McMillan, S.K. Butler, & J.R. McCullough.
Reprinted with permission.
5
I. Counselor Self-Awareness
Privileged and marginalized counselors develop self-awareness,
so that they may
explore their attitudes and beliefs, develop knowledge, skills,
and action relative
to their self-awareness and worldview.
1. Attitudes and beliefs: Privileged and marginalized counselors
are aware of
their social identities, social group statuses, power, privilege,
oppression,
strengths, limitations, assumptions, attitudes, values, beliefs,

and biases.
Multicultural and social justice competent counselors:
• Acknowledge their assumptions, worldviews, values, beliefs,
and biases as
members of privileged and marginalized groups.
• Acknowledge their privileged and marginalized status in
society.
• Acknowledge their privileged and marginalized status
influences their
worldview.
• Acknowledge their privileged and marginalized status
provides
advantages and disadvantages in society.
• Acknowledge openness to learning about their cultural
background as well
as their privileged and marginalized status.
2. Knowledge: Privileged and marginalized counselors possess
an understanding
of their social identities, social group statuses, power, privilege,
oppression,
strengths, limitations, assumptions, attitudes, values, beliefs,
and biases.
• Develop knowledge of resources to become aware of their
assumptions,
worldviews, values, beliefs, biases, and privileged and

marginalized
status.
• Develop knowledge about the history and events that shape
their
privileged and marginalized status.
• Develop knowledge of theories that explain how their
privileged and
marginalized status influences their experiences and worldview.
• Develop knowledge of how their privileged and marginalized
status leads
to advantages and disadvantages in society.
3. Skills: Privileged and marginalized counselors possess skills
that enrich their
understanding of their social identities, social group statuses,
power, privilege,
oppression, limitations, assumptions, attitudes, values, beliefs,
and biases.
• Acquire reflective and critical thinking skills to gain insight
into their
assumptions, worldviews, values, beliefs, biases, and privileged
and
marginalized status.

6
• Acquire communication skills to explain how their privileged
and
marginalized status influences their worldview and experiences.
• Acquire application skills to interpret knowledge of their
privileged and
marginalized status in personal and professional settings.
• Acquire analytical skills to compare and contrast their
privileged and
marginalized status and experiences to others.
• Acquire evaluation skills to assess the degree to which their
privileged and
marginalized status influences their personal and professional
experiences.
4. Action: Privileged and marginalized counselors take action to
increase self-
awareness of their social identities, social group statuses,
power, privilege,
oppression, strengths, limitations, assumptions, attitudes,
values, beliefs, and
biases.
• Take action to learn about their assumptions, worldviews,
values, beliefs,
biases, and culture as a member of a privileged and
marginalized group.

• Take action to seek out professional development
opportunities to learn
more about themselves as a member of a privileged or
marginalized group.
• Take action to immerse themselves in their community to
learn about how
power, privilege, and oppression influence their privileged and
marginalized experiences.
• Take action to learn about how their communication style is
influenced by
their privileged and marginalized status.
II. Client Worldview
Privileged and marginalized counselors are aware,
knowledgeable, skilled, and
action-oriented in understanding clients’ worldview.
are aware of
clients’ worldview, assumptions, attitudes, values, beliefs,
biases, social
identities, social group statuses, and experiences with power,
privilege, and
oppression.
• Acknowledge a need to possess a curiosity for privileged and
marginalized

clients’ history, worldview, cultural background, values,
beliefs, biases,
and experiences.
• Acknowledge that identity development influences the
worldviews and
lived experiences of privileged and marginalized clients.
• Acknowledge their strengths and limitations in working with
clients from
privileged and marginalized groups.
• Acknowledge that learning about privileged and marginalized
clients may
sometimes be an uncomfortable or unfamiliar experience.
7
• Acknowledge that learning about clients’ privileged and
marginalized
status is a lifelong endeavor.
• Acknowledge the importance of reflecting on the attitudes,
beliefs,
prejudices, and biases they hold about privileged and
marginalized clients.
• Acknowledge that there are within-group differences and
between group
similarities and differences among privileged and marginalized
clients.
• Acknowledge clients’ communication style is influenced by

their
privileged and marginalized status.
knowledge of
clients’ worldview, assumptions, attitudes, values, beliefs,
biases, social
identities, social group statuses, and experiences with power,
privilege, and
oppression.
• Develop knowledge of historical events and current issues that
shape the
worldview, cultural background, values, beliefs, biases, and
experiences of
privileged and marginalized clients.
• Develop knowledge of how stereotypes, discrimination,
power, privilege,
and oppression influence privileged and marginalized clients.
• Develop knowledge of multicultural and social justice
theories, identity
development models, and research pertaining to the worldview,
culture,
and life experiences of privileged and marginalized clients.
• Develop knowledge of their strengths and limitations in
working with
clients from privileged and marginalized groups.

• Develop knowledge of how to work through the discomfort
that comes
with learning about privileged and marginalized clients.
• Develop a lifelong plan to acquire knowledge of clients’
privileged and
marginalized status.
• Develop knowledge of the attitudes, beliefs, prejudices, and
biases they
hold about privileged and marginalized clients.
• Develop knowledge of the individual, group, and universal
dimensions of
human existence of their privileged and marginalized clients.
• Develop knowledge of the communication style of their
privileged and
marginalized client (e.g., high context vs. low context
communication, eye
contact, orientation to time and space, etc.).
that enrich their
understanding of clients’ worldview, assumptions, attitudes,
values, beliefs,
biases, social identities, social group statuses, and experiences
with power,
privilege, and oppression.
• Acquire culturally responsive evaluation skills to analyze how
historical

events and current issues shape the worldview, cultural
background,
8
values, beliefs, biases, and experiences of privileged and
marginalized
clients.
• Acquire culturally responsive critical thinking skills to gain
insight into
how stereotypes, discrimination, power, privilege, and
oppression
influence privileged and marginalized clients.
• Acquire culturally responsive application skills to apply
knowledge of
multicultural and social justice theories, identity development
models, and
research to one’s work with privileged and marginalized clients.
• Acquire culturally responsive assessment skills to identify
limitations and
strengths when working with privileged and marginalized
clients.
• Acquire culturally responsive reflection skills needed to work
through the
discomfort that comes with learning about privileged and
marginalized
clients.

• Acquire culturally responsive conceptualization skills to
explain how
clients’ privileged and marginalized status influence their
culture,
worldview, experiences, and presenting problem.
• Acquire culturally responsive analytical skills to interpret the
attitudes,
beliefs, prejudices, and biases they hold about privileged and
marginalized
clients.
• Acquire culturally responsive conceptualization skills to
identify the
individual, group, and universal dimensions of human existence
of
• Acquire culturally responsive cross-cultural communication
skills to
interact with privileged and marginalized clients.
increase self-
awareness of clients’ worldview, assumptions, attitudes, values,
beliefs,
with power,
privilege, and oppression.
• Take action by seeking out formal and informal opportunities
to engage in

discourse about historical events and current issues that shape
the
worldview, cultural background, values, beliefs, biases, and
experiences of
• Take action by attending professional development trainings
to learn how
stereotypes, discrimination, power, privilege, and oppression
influence
• Take action by applying multicultural and social justice
theories, identity
development models, and research to one’s work with privileged
and
• Take action by assessing ones limitations and strengths when
working
with privileged and marginalized clients on a consistent basis.
• Take action by immersing oneself in the communities in which
privileged
and marginalized clients reside to work through the discomfort
that comes
with learning about privileged and marginalized clients.
9
• Take action by using language to explain how clients’
privileged and

marginalized status influence their culture, worldview,
experiences, and
presenting problem.
• Take action by pursuing culturally responsive counseling to
explore the
attitudes, beliefs, prejudices, and biases they hold about
privileged and
• Take action by collaborating with clients to identify the
individual, group,
and universal dimensions of human existence that shape the
identities of
• Take action by consistently demonstrating cross-cultural
communication
skills required to effectively interact with privileged and
marginalized
clients.
III. Counseling Relationship
Privileged and marginalized counselors are aware,
knowledgeable, skilled, and
action-oriented in understanding how client and counselor
privileged and
marginalized statuses influence the counseling relationship.
are aware of

how client and counselor worldviews, assumptions, attitudes,
values, beliefs,
with power,
privilege, and oppression influence the counseling relationship.
• Acknowledge that the worldviews, values, beliefs and biases
held by
privileged and marginalized counselors and clients will
positively or
negatively influence the counseling relationship.
• Acknowledge that counselor and client identity development
shapes the
counseling relationship to varying degrees for privileged and
marginalized
clients.
• Acknowledge that the privileged and marginalized status of
counselors
and clients will influence the counseling relationship to varying
degrees.
• Acknowledge that culture, stereotypes, discrimination, power,
privilege,
and oppression influence the counseling relationship with
privileged and
marginalized group clients.
• Acknowledge that the counseling relationship may extend
beyond the
traditional office setting and into the community.

• Acknowledge that cross-cultural communication is key to
connecting with
knowledge of
how client and counselor worldviews, assumptions, attitudes,
values, beliefs,
with power,
privilege, and oppression influence the counseling relationship.
10
• Develop knowledge of the worldviews, values, beliefs and
biases held by
privileged and marginalized counselors and clients and its
influence on the
counseling relationship.
• Develop knowledge of identity development theories and how
they
influence the counseling relationship with privileged and
marginalized
clients.
• Develop knowledge of theories explaining how counselor and
clients’
privileged and marginalized statuses influence the counseling

relationship.
• Develop knowledge of how culture, stereotypes,
discrimination, power,
privilege, and oppression strengthen and hinder the counseling
relationship with privileged and marginalized clients.
• Develop knowledge of when to use individual counseling and
when to use
systems advocacy with privileged and marginalized clients.
• Develop knowledge of cross-cultural communication theories
when
working with privileged and marginalized clients.
to engage in
discussions with clients about how client and counselor
worldviews,
assumptions, attitudes, values, beliefs, biases, social identities,
social group
statuses, power, privilege, and oppression influence the
counseling
relationship.
• Acquire assessment skills to determine how the worldviews,
values,
beliefs and biases held by privileged and marginalized
counselors and
clients influence the counseling relationship.
• Acquire analytical skills to identify how the identity

development of
counselors and clients influence the counseling relationship.
• Acquire application skills to apply knowledge of theories
explaining how
counselor and clients’ privileged and marginalized statuses
influence the
counseling relationship.
• Acquire assessment skills regarding how culture, stereotypes,
prejudice,
discrimination, power, privilege, and oppression influence the
counseling
relationship with privileged and marginalized clients.
• Acquire evaluation skills to determine when individual
counseling or
systems advocacy is needed with privileged and marginalized
clients.
• Acquire cross-cultural communication skills to connect with
privileged
and marginalized clients.
increase their
understanding of how client and counselor worldviews,
assumptions,
attitudes, values, beliefs, biases, social identities, social group
statuses, and
experiences with power, privilege, and oppression influence the
counseling
relationship.

11
• Take action by initiating conversations to determine how the
worldviews,
values, beliefs and biases held by privileged and marginalized
counselors
and clients influence the counseling relationship.
• Take action by collaborating with clients to identify the ways
that
privileged and marginalized counselor and client identity
development
influence the counseling relationship.
• Take action by exploring how counselor and clients’
privileged and
marginalized statuses influence the counseling relationship.
• Take action by inviting conversations about how culture,
stereotypes,
prejudice, discrimination, power, privilege, and oppression
influence the
counseling relationship with privileged and marginalized
clients.
• Take action by collaborating with clients to determine whether
individual
counseling or systems advocacy is needed with privileged and

• Take action by using cross-communication skills to connect
with
IV. Counseling and Advocacy Interventions
Privileged and marginalized counselors intervene with, and on
behalf, of clients at
the intrapersonal, interpersonal, institutional, community,
public policy, and
international/global levels.
A. Intrapersonal: The individual characteristics of a person such
as knowledge,
attitudes, behavior, self-concept, skills, and developmental
history.
Intrapersonal Interventions: Privileged and marginalized
counselors address the
intrapersonal processes that impact privileged and marginalized
clients.
• Employ empowerment-based theories to address internalized
privilege
experienced by privileged clients and internalized oppression
experienced by
• Assist privileged and marginalized clients develop critical

consciousness by
understanding their situation in context of living in an
oppressive society.
• Assist privileged and marginalized clients in unlearning their
privilege and
oppression.
• Assess the degree to which historical events, current issues,
and power,
privilege and oppression contribute to the presenting problems
expressed by
• Work in communities to better understand the attitudes,
beliefs, prejudices,
and biases held by privileged and marginalized clients.
• Assist privileged and marginalized clients with developing
self-advocacy
skills that promote multiculturalism and social justice.
12
• Employ quantitative and qualitative research to highlight
inequities present in
current counseling literature and practices in order to advocate
for systemic
changes to the profession.
B. Interpersonal: The interpersonal processes and/or groups that
provide individuals

with identity and support (i.e. family, friends, and peers).
Interpersonal Interventions: Privileged and marginalized
counselors address the
interpersonal processes that affect privileged and marginalized
clients.
• Employs advocacy to address the historical events and persons
that shape and
influence privileged and marginalized client’s developmental
history.
• Examines the relationships privileged and marginalized clients
have with
family, friends, and peers that may be sources of support or
non-support.
• Assist privileged and marginalized clients understand that the
relationships
they have with others may be influenced by their privileged and
marginalized
status.
• Assist privileged and marginalized clients with fostering
relationships with
family, friends, and peers from the same privileged and
marginalized group.
• Reach out to collaborate with family, friends, and peers who
will be a source
of support for privileged and marginalized clients.

• Assist privileged and marginalized clients in developing
communication skills
to discuss issues of power, privilege, and oppression with
family, friends,
peers, and colleagues.
• Employ evidenced-based interventions that align with the
cultural background
and worldview of privileged and marginalized clients.
C. Institutional: Represents the social institutions in society
such as schools,
churches, community organizations.
Institutional Interventions: Privileged and marginalized
counselors address
inequities at the institutional level.
• Explore with privileged and marginalized clients the extent to
which social
institutions are supportive.
• Connect privileged and marginalized clients with supportive
individuals
within social institutions (e.g., schools, businesses, church, etc.)
who are able
to help alter inequities influencing marginalized clients.
• Collaborate with social institutions to address issues of power,
privilege, and
oppression impacting privilege and marginalized clients.

• Employ social advocacy to remove systemic barriers
experienced by
marginalized clients within social institutions.
• Employ social advocacy to remove systemic barriers that
promote privilege
that benefit privileged clients.
13
• Balance individual counseling with systems level social
advocacy to address
inequities that social institutions create that impede on human
growth and
development.
• Conduct multicultural and social justice based research to
highlight the
inequities that social institutions have on marginalized clients
and that benefit
privileged clients.
D. Community: The community as a whole represents the
spoken and unspoken
norms, value, and regulations that are embedded in society. The
norms, values,
and regulations of a community may either be empowering or
oppressive to
human growth and development.

Community Interventions: Privileged and marginalized address
community
norms, values, and regulations that impede on the development
of individuals,
groups, and communities.
• Take initiative to explore with privileged and marginalized
clients regarding
how community norms, values, and regulations embedded in
society that
hinder and contribute to their growth and development.
• Conduct qualitative and quantitative research to evaluate the
degree to which
community norms, values, and regulations influence privileged
and
• Employ social advocacy to address community norms, values,
and regulations
embedded in society that hinder the growth and development of
privileged
and marginalized clients.
• Utilize the norms, values and regulations of the marginalized
client to shape
the community norms, values, and regulations of the privileged
client.
E. Public Policy: Public policy reflects the local, state, and
federal laws and policies

that regulate or influence client human growth and
development.
Public Policy Interventions: Privileged and marginalized
counselors address
public policy issues that impede on client development with,
and on behalf of
clients.
• Initiate discussions with privileged and marginalized clients
regarding how
they shape and are shaped by local, state, and federal laws and
policies.
• Conduct research to examine how local, state, and federal laws
and policies
contribute to or hinder the growth and development of
privileged and
• Engage in social action to alter the local, state, and federal
laws and policies
that benefit privileged clients at the expense of marginalized
clients.
• Employ social advocacy to ensure that local, state, and federal
laws and
policies are equitable toward privileged and marginalized
clients.

14
• Employ social advocacy outside the office setting to address
local, state, and
federal laws and policies that hinder equitable access to
employment,
healthcare, and education for privileged and marginalized
clients.
• Assist with creating local, state, and federal laws and policies
that promote
multiculturalism and social justice.
• Seek out opportunities to collaborate with privileged and
marginalized clients
to shape local, state, and federal laws and policies.
F. International and Global Affairs: International and global
concerns reflect the
events, affairs, and policies that influence psychological health
and well-being.
International and Global Affairs Interventions: Privileged and
marginalized
counselors address international and global events, affairs and
polices that impede
on client development with, and on behalf of, clients.
• Stay current on international and world politics and events.
• Seek out professional development to learn about how
privileged and
marginalized clients influence, and are influenced by,

international and global
affairs.
• Acquire knowledgeable of historical and current international
and global
affairs that are supportive and unsupportive of privileged and
marginalized
clients.
• Learn about the global politics, policies, laws, and theories
that influence
• Utilize technology to interact and collaborate with
international and global
leaders on issues influencing privileged and marginalized
clients.
• Take initiative to address international and global affairs to
promote
multicultural and social justice issues.
• Utilize research to examine how international and global
affairs impact
AMCD Multicultural Counseling Competencies
I. Counselor Awareness of Own Cultural Values and Biases

A. Attitudes and Beliefs
1. Culturally skilled counselors believe that cultural self-
awareness and sensitivity to one's own
cultural heritage is essential.
2. Culturally skilled counselors are aware of how their own
cultural background and experiences
have influenced attitudes, values, and biases about
psychological processes.
3. Culturally skilled counselors are able to recognize the limits
of their multicultural competency
and expertise.
4. Culturally skilled counselors recognize their sources of
discomfort with differences that exist
between themselves and clients in terms of race, ethnicity and
culture.
B. Knowledge
1. Culturally skilled counselors have specific knowledge about
their own racial and cultural
heritage and how it personally and professionally affects their
definitions and biases of
normality/abnormality and the process of counseling.
2. Culturally skilled counselors possess knowledge and
understanding about how oppression,
racism, discrimination, and stereotyping affect them personally
and in their work. This allows
individuals to acknowledge their own racist attitudes, beliefs,
and feelings. Although this standard
applies to all groups, for White counselors it may mean that
they understand how they may have

directly or indirectly benefited from individual, institutional,
and cultural racism as outlined in White
identity development models.
3. Culturally skilled counselors possess knowledge about their
social impact upon others. They
are knowledgeable about communication style differences, how
their style may clash with or
foster the counseling process with persons of color or others
different from themselves based on
the A, B and C, Dimensions ,and how to anticipate the impact it
may have on others.
C. Skills
1. Culturally skilled counselors seek out educational,
consultative, and training experiences to
improve their understanding and effectiveness in working with
culturally different populations.
Being able to recognize the limits of their competencies, they
(a) seek consultation, (b) seek
further training or education, (c) refer out to more qualified
individuals or resources, or (d) engage
in a combination of these.
2. Culturally skilled counselors are constantly seeking to
understand themselves as racial and
cultural beings and are actively seeking a non racist identity.
II. Counselor Awareness of Client's Worldview
A. Attitudes and Beliefs
1. Culturally skilled counselors are aware of their negative and

positive emotional reactions
toward other racial and ethnic groups that may prove
detrimental to the counseling relationship.
They are willing to contrast their own beliefs and attitudes with
those of their culturally different
clients in a nonjudgmental fashion.
2. Culturally skilled counselors are aware of their stereotypes
and preconceived notions that they
may hold toward other racial and ethnic minority groups.
B. Knowledge
1. Culturally skilled counselors possess specific knowledge and
information about the particular
group with which they are working. They are aware of the life
experiences, cultural heritage, and
historical background of their culturally different clients. This
particular competency is strongly
linked to the "minority identity development models" available
in the literature.
2. Culturally skilled counselors understand how race, culture,
ethnicity, and so forth may affect
personality formation, vocational choices, manifestation of
psychological disorders, help seeking
behavior, and the appropriateness or inappropriateness of
counseling approaches.
3. Culturally skilled counselors understand and have knowledge
about sociopolitical influences
that impinge upon the life of racial and ethnic minorities.
Immigration issues, poverty, racism,

stereotyping, and powerlessness may impact self esteem and
self concept in the counseling
process.
C. Skills
1. Culturally skilled counselors should familiarize themselves
with relevant research and the latest
findings regarding mental health and mental disorders that
affect various ethnic and racial groups.
They should actively seek out educational experiences that
enrich their knowledge,
understanding, and cross-cultural skills for more effective
counseling behavior.
2. Culturally skilled counselors become actively involved with
minority individuals outside the
counseling setting (e.g., community events, social and political
functions, celebrations,
friendships, neighborhood groups, and so forth) so that their
perspective of minorities is more
than an academic or helping exercise.
III. Culturally Appropriate Intervention Strategies
A. Beliefs and Attitudes
1. Culturally skilled counselors respect clients' religious and/ or
spiritual beliefs and values,
including attributions and taboos, because they affect
worldview, psychosocial functioning, and
expressions of distress.
2. Culturally skilled counselors respect indigenous helping

practices and respect help~iving
networks among communities of color.
3. Culturally skilled counselors value bilingualism and do not
view another language as an
impediment to counseling (monolingualism may be the culprit).
B. Knowledge
1. Culturally skilled counselors have a clear and explicit
knowledge and understanding of the
generic characteristics of counseling and therapy (culture
bound, class bound, and monolingual)
and how they may clash with the cultural values of various
cultural groups.
2. Culturally skilled counselors are aware of institutional
barriers that prevent minorities from
using mental health services.
3. Culturally skilled counselors have knowledge of the potential
bias in assessment instruments
and use procedures and interpret findings keeping in mind the
cultural and linguistic
characteristics of the clients.
4. Culturally skilled counselors have knowledge of family
structures, hierarchies, values, and
beliefs from various cultural perspectives. They are
knowledgeable about the community where a
particular cultural group may reside and the resources in the
community.

5. Culturally skilled counselors should be aware of relevant
discriminatory practices at the social
and community level that may be affecting the psychological
welfare of the population being
served.
C. Skills
1. Culturally skilled counselors are able to engage in a variety
of verbal and nonverbal helping
responses. They are able to send and receive both verbal and
nonverbal messages accurately
and appropriately. They are not tied down to only one method or
approach to helping, but
recognize that helping styles and approaches may be culture
bound. When they sense that their
helping style is limited and potentially inappropriate, they can
anticipate and modify it.
2. Culturally skilled counselors are able to exercise institutional
intervention skills on behalf of
their clients. They can help clients determine whether a
"problem" stems from racism or bias in
others (the concept of healthy paranoia) so that clients do not
inappropriately personalize
problems.
3. Culturally skilled counselors are not averse to seeking
consultation with traditional healers or
religious and spiritual leaders and practitioners in the treatment
of culturally different clients when
appropriate.
4. Culturally skilled counselors take responsibility for
interacting in the language requested by the
client and, if not feasible, make appropriate referrals. A serious

problem arises when the linguistic
skills of the counselor do not match the language of the client.
This being the case, counselors
should (a) seek a translator with cultural knowledge and
appropriate professional background or
(b) refer to a knowledgeable and competent bilingual counselor.
5. Culturally skilled counselors have training and expertise in
the use of traditional assessment
and testing instruments. They not only understand the technical
aspects of the instruments but
are also aware of the cultural limitations. This allows them to
use test instruments for the welfare
of culturally different clients.
6. Culturally skilled counselors should attend to as well as work
to eliminate biases, prejudices,
and discriminatory contexts in conducting evaluations and
providing interventions, and should
develop sensitivity to issues of oppression, sexism,
heterosexism, elitism and racism.
7. Culturally skilled counselors take responsibility for educating
their clients to the processes of
psychological intervention, such as goals, expectations, legal
rights, and the counselor's
orientation.
Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D.
C., Sanchez, J. and Stadler, H. (1996)
Operationalization of the Multicultural Counseling
Competencies. AMCD: Alexandria, VA
AMCD Multicultural Counseling CompetenciesI. Counselor
Awareness of Own Cultural Values and BiasesA. Attitudes and
BeliefsB. KnowledgeC. SkillsII. Counselor Awareness of

Client's WorldviewA. Attitudes and BeliefsB. KnowledgeC.
SkillsIII. Culturally Appropriate Intervention StrategiesA.
Beliefs and AttitudesB. KnowledgeC. Skills

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