Developing Multicultural Counseling Competence: A Systems Approach (2nd Edition) (Erford)

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9780132851022: Developing Multicultural Counseling Competence: A Systems Approach (2nd Edition) (Erford)

Developing Multicultural Counseling Competence gives graduate students preparing to become counselors—and counselors new to their professions—innovative, evidence-based guidance for becoming multiculturally competent counselors. Comprehensive, thoughtful, and in-depth, the book takes readers beyond general discussions of race and ethnicity into the realm of a broader, more complex view of multiculturalism and social advocacy in clients’ and trainees’ lives. Included are engaging, self-reflective activities, discussion questions, case inserts, practitioner and client perspectives, and study aids—all designed to help readers see opportunities for experiential learning related to cultural diversity considerations and social advocacy issues within clients’ social systems.

 

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From the Back Cover:

Revised and updated to present the latest references and statistics related to theory, research, and practice with multicultural populations, this text continues to help graduate students become multiculturally competent counselors. Comprehensive, thoughtful, and in-depth, the book takes readers beyond general discussions of race and ethnicity, into the realm of a broader, more complex view of multiculturalism and social advocacy in clients’ and trainees’ lives. Balancing scholarship with a highly interactive approach, it gives future counselors the empirically based information they need, together with a number of engaging, self-reflective learning aids.

 

This new edition features:

 

§         updated references and statistics

§         additional trainee activities

§         a new chapter addressing counseling considerations for working with multiracial individuals and families

§         additional case studies and “voices from the field”

§         additional information on ethical issues

§         greater attention to international and refugee populations and immigration issues

§         increased discussion of alternative counseling approaches


Also from Danica G. Hays and Bradley T. Erford:

          0137017502 - Mastering the National Counselor Exam and the Counselor Preparation Comprehensive Exam, 1/e - ©2011

          0132432412 - Developing Multicultural Counseling Competence: A Systems Approach, 1/e - ©2010

         

Also from Bradley T. Erford:

          0131714104 - Group Work: Processes and Applications, 1/e - ©2011

          0132462958 - Transforming the School Counseling Profession, 3/e - ©2011

          0137017502 - Mastering the National Counselor Exam and the Counselor Preparation Comprehensive Exam, 1/e - ©2011 

          0132283514 - Orientation to the Counseling Profession: Advocacy, Ethics, and Essential Professional Foundations, 1/e - ©2010

          0135034825 - Group Work in the Schools, 1/e - ©2010

          0131702823 - Thirty-Five Techniques Every Counselor Should Know, 1/e - ©2010 

          0132432412 - Developing Multicultural Counseling Competence: A Systems Approach, 1/e - ©2010

          0132431777 - Crisis Intervention and Prevention, 1/e - ©2010 

          0131709046 - Group Activities: Firing Up for Performance, 1/e - ©2007

About the Author:

Danica G. Hays, PhD, LPC, NCC, is an associate professor of Counseling and Chair of the Department of Counseling and Human Services at Old Dominion University. She is a recipient of the Outstanding Research Award, Outstanding Counselor Educator Advocacy Award, and Glen E. Hubele National Graduate Student Award from the American Counseling Association as well as the Patricia B. Elmore Excellence in Measurement and Evaluation Award and President’s Special Merit Award from the Association of Assessment in Counseling and Education (AACE).

 

Dr. Hays served as Founding Editor of Counseling Outcome Research and Evaluation, a national peer-refereed journal of the AACE, and is Editor of Counselor Education and Supervision, a national peer-refereed journal of the Association for Counselor Education and Supervision. She served as President of the AACE in 2011-12. Her research interests include qualitative methodology, assessment and diagnosis, trauma and gender issues, and multicultural and social justice concerns in counselor preparation and community mental health. She has published over 75 articles and book chapters in these areas and coauthored or coedited these other books to date: Qualitative Inquiry in Clinical and Educational Settings (Guilford Publications), Mastering the National Counselor Exam and the Counselor Preparation Comprehensive Exam (Pearson), and the ACA Encyclopedia of Counseling (American Counseling Association). Professor Hays is also co-editor of the upcoming text, A Counselor’s Guide to Career Assessment Instruments (6th edition, National Career Development Association). She has been a faculty member at Old Dominion University since 2006 and her primary teaching responsibilities are doctoral-level research methods courses, assessment, and clinical supervision. 

 

Bradley T. Erford, PhD, is a professor in the school counseling program in the Education Specialties Department at Loyola University Maryland. He was President of the American Counseling Association during 2012-2013. He is an American Counseling Association (ACA) Fellow, and the recipient of several ACA awards, including the Research Award, Extended Research Award, Hitchcock Distinguished Professional Service Award, Professional Development Award, and the Carl Perkins Government Relations Award. He has received the Association for Assessment in Counseling and Education (AACE) Exemplary Practices Award; Association for Counselor Education and Supervision (ACES) Robert O. Stripling Award for Excellence in Standards; and the Maryland Association for Counseling and Development (MACD) Maryland Counselor of the Year, Professional Development, Counselor Visibility, and Counselor Advocacy Awards.

 

Professor Erford’s research specialization falls primarily in development and technical analysis of psychoeducational tests and has resulted in the publication of numerous books, journal articles, book chapters, and psychoeducational tests. He is a past chair of the ACA, Southern Region; past president of the AACE, the MACD, the Maryland Association for Counselor Education and Supervision (MACES), the Maryland Association for Mental Health Counselors (MAMHC), and the Maryland Association for Measurement and Evaluation (MAME). Dr. Erford is the past chair of the ACA Task Force on High Stakes Testing, Task Force on Standards for Test Users, Public Awareness and Support Committee, Bylaws Committee, and Interprofessional Committee. A Licensed Clinical Professional Counselor, Licensed Professional Counselor, Nationally Certified Counselor, Licensed Psychologist, and Licensed School Psychologist, he teaches courses primarily in the areas of assessment, human development, research and evaluation, school counseling, and stress management.

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