Developmental Milestones in Multicultural Competency: Integrative Training and Outcome Based Assessments

1. Developmental Milestones in Multicultural Competency: Integrative Training and Outcome Based Assessments

2. Goal of Work in Progress Group • The goal of this working group is to offer both academic and internship training programs with a sequential, integrative, and developmental model for the provision of multicultural competence training specifically racial and ethnic minorities inclusive of cultural intersectionalities with accompanying outcome based assessments.

3. Work in Progress Group Leaders/Facilitators • Michael Mobley, Ph.D., University of Missouri • William Ming Liu, Ph.D., University of Iowa • Rebecca L. Toporek, Ph.D., San Francisco State University • Traci Callandrillo, Ph.D., American University • Stacey M. Pearson, Ph.D., Michigan University • Angela M. Soth McNett, Ph.D. candidate, University of Missouri

4. Work in Progress Group Members • Andrew Bland • Cyndy Boyd • Michele Boyer • Jenny Cornish • David Davine • Benedict (Ben) McWhirter • Ernesto R. Escoto • Suzanne Lease

5. Work in Progress Group Members • Yuki Okubo • Hung-Bin Sheu • Susan Stock • Sarah Collins • Janie Pinterits • Maria all filar Graziosis • Kevin Henze • Allen Ivey

6. Major Issues Discussed • Generated shared Definition of Multicultural Competence for Racial & Ethnic Minorities • Awareness – Racial/Ethnic Cultural Being; Self-in-Relationship to Others/Systems • Knowledge – Specific Content Knowledge both Between and Within Cultural Group Norms • Skills (Basic Listening, Advocacy, Conceptualization, Discerning Multiple Identities, Identifying subtle culturally specific behaviors; assess client’s identity, development, context & ability to navigate process; universal diverse orientation; Flexibility

7. Major Issues Discussed • Generated shared Definition of Multicultural Competence for Racial & Ethnic Minorities (continued) • Openness to utilize multiple approaches to address cultural issues • Application of Awareness to Skills & Interventions • Critical Self-Reflections – biases, prejudices, limitations; managing judgments • Understand tension between General and Multicultural Competence

8. Major Issues Discussed • Small Group Work • Focus & Goal: • Identified Essential Components, Behavioral Anchors, & Assessment Methods for Multicultural Competence • Across Developmental Levels • Didactic/Experiential • Prepracticum • Practicum • Internship • Entry to Profession

9. Major Issues Discussed • Didactic/Experiential/Prepracticum/Practicum • Openness to Self-Reflection • Openness to Feedback • Openness to Behavior Change • Initiating & Seeking Feedback • Motivation to continue learning after educational training • Openness to Consider Awareness & Knowledge prior to Skill Development

10. Major Issues Discussed • Didactic/Experiential/Prepracticum/Practicum (continued) • Valuing Multicultural Competencies moving from aspirational to manifestation and articulation of commitment • Important to note that these essential components are relevant to all developmental levels yet increasing in sophistication and complexity for trainees

11. Major Issues Discussed • Readiness for Internship & Entry to Profession • Understanding difference between safety and comfort • Consistently demonstrating facility with initiating conversations around race and ethnicity • Ability to articulate places where trainee holds privilege • Ability to manage and interrupt shame and reaction related to privilege

12. Major Issues Discussed • Readiness for Internship & Entry to Profession (continued) • Understanding difference btwn safety and comfort • Consistently demonstrating facility with initiating conversations around race and ethnicity • Ability to articulate places where trainee holds privilege • Ability to manage and interrupt shame, guilt, and other reactions related to privilege

13. Major Issues Discussed • Readiness for Internship & Entry to Profession (continued) • Ability to recognize and articulate limitations • Demonstrated skills in outreach, training, supervision, crisis intervention, individual & group psychotherapy • Ability to hold and effectively manage others (clients, peers, staff, campus community) reactions

14. Major Issues Discussed • Readiness for Internship & Entry to Profession (continued) • Recognizing the limitations of psychology as a discipline • Managing Tensions that are Oppression-Focused • Openness to Cultural Difference and Identities (high contemplation and low defensiveness)

15. Goals/Outcomes for Future • Continued Collaboration on Developmental Milestones for Multicultural Competency (DMMC) by Work-in-Progress Chicago Group Members • Develop Guidelines for Diverse Academic and Practice Training Programs for Utilization & Implementation • Offer Training for Implementation & Continuing Education for Scientist-Practitioners • Develop Multi-Method, Multi-Trait Assessment Approaches (traditional, online, oral, visual, etc.)

16. Next Steps & Opportunities for Involvement • Convene DMMC Work-in Progress Group via Electronic – Virtual Communities; in Boston for APA; in New Orleans for National Multicultural Conference Summit • Seek Feedback and Comments from student trainees in both academic and practice settings, professional scientists-practitioners and inter-collaborative Counseling Psychology professional organizations

17. Contact Information for Getting Involved • Michael Mobley, Ph.D. • University of Missouri • 16 Hill Hall • Columbia, Missouri 65211 • Email: MobleyMi@Missouri.edu • Office: 573-882-3382 • Cell: 573-268-4811