Experiential Activities for Teaching Multicultural Competence in Counseling

Edited by Mark Pope, Joseph S. Pangelinan, and Angela D. Coker

AMERICAN COUNSELING ASSOCIATION 5999 Stevenson Avenue Alexandria, VA 22304 www.counseling.org Experiential Activities for Teaching Multicultural Competence in Counseling

Copyright © 2011 by the American Counseling Association. All rights reserved. Printed in the United States of America. Except as permitted under the United States Copyright Act of 1976, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the written permission of the publisher.

10 9 8 7 6 5 4 3 2 1

American Counseling Association 5999 Stevenson Avenue Alexandria, VA 22304

Director of Publications n Carolyn C. Baker

Production Manager n Bonny E. Gaston

Editorial Assistant n Catherine A. Brumley

Copy Editor n Kimberly Kinne

Cover and text design by Bonny E. Gaston

Library of Congress Cataloging-in-Publication Data Experiential activities for teaching multicultural competence in counseling / edited by Mark Pope, Joseph S. Pangelinan, and Angela D. Coker. p. cm. Includes bibliographical references and index. ISBN 978-1-55620-284-1 (alk. paper) 1. Cross-cultural counseling. 2. Multiculturalism. I. Pope, Mark, 1952– II. Pangelinan, Joseph S. III. Coker, Angela D. BF636.7.C76E95 2011 158'.3071—dc22 2010043517 Contents

Activity handouts and PowerPoint presentations throughout the text are located on the enclosed CD-Rom.

Foreword ix Chapter 7 Multicultural Simulation Patricia Arredondo Project (MSP) 19 Robin Moore-Chambers Introduction xi Mark Pope, Joseph S. Pangelinan, Chapter 8 Take a Stand: and Angela D. Coker Which Side Are You On? 23 About the Editors xiii Mark Pope About the Authors xv Chapter 9 “I’m Different, You’re Different, We’re the Same!” 25 Section 1 April Sikes Introduction to Chapter 10 Creating a Safe Space for Multicultural Counseling Cross-Cultural Training 27 Hemla D. Singaravelu and Chapter 1 Fallout Shelter 3 Annalise Millet Jason Arnold Chapter 11 Multicultural Panel and Chapter 2 Top 20 Multicultural Discussion 29 Counselors 5 Ariel Winston Edward A. Delgado-Romero and Birmagidra M. Gainor Section 2 Chapter 3 Privilege Step Forward 8 Definitions of Cultural Diversity Monica Hunter, Andre Green, and Joél Lewis Chapter 12 An Introduction to the Discussion of Race: Chapter 4 Multicultural Bingo 10 Why Are Counselors Monica Hunter, Joél Lewis, Comfortable Using a and Andre Green Color-Blind Approach? 33 Chapter 5 Diversity: Passive Tolerance Antonette Aragon, Nathalie Kees, Vs. Active Insistence 12 Jacqueline Peila-Shuster, Salvador Macias III Sharon K. Anderson, and Edward J. Brantmeier Chapter 6 Imagine 16 Yegan Pillay and Chapter 13 Who Am I? 36 Christine Suniti Bhat Arpana G. Inman

iii Chapter 14 Diversity Quiz 37 Chapter 27 Physical Space Appraisal 70 Mark D. Mason and Jacqueline Peila-Shuster, Minsun Lee Edward J. Brantmeier, Nathalie Kees, Chapter 15 Let’s Talk About It 39 Sharon K. Anderson, and Krista M. Malott Antonette Aragon Chapter 16 Enhancing Cultural Competency With Diversity Definitions 41 Chapter 28 Who am I? 72 Allison C. Paolini Adelaida Santana Pellicier Chapter 17 My Culture/Drawing 43 Chapter 29 Addie Appleseed 74 Adelaida Santana Pellicier Adelaida Santana Pellicier Chapter 18 Cards of Life 45 Chapter 30 Hero, Messenger, or Mystic: Torey L. Portrie-Bethke Cross-Cultural Symbol Understanding 76 Section 3 Jordan S. Potash and Barriers to Effective Cheryl Doby-Copeland Cross-Cultural Counseling Chapter 31 A Creative Project: Helping Children of Color Chapter 19 Having a Voice and Learn About Self-Concept and Being Heard: Exploring the Career Options Through Impact of Multiple Social Life Span Career Identities on the Self 49 Development Theories 79 Hector Y. Adames and Varunee Faii Sangganjanavanich Milton A. Fuentes Chapter 32 Stereotypes and Chapter 20 Increasing Self-Awareness: Generalizations 81 Identifying Counselors’ Hemla D. Singaravelu Potential Strengths and Barriers to Effective Section 4 Multicultural Counseling 52 Cultural Communication Styles Michael D’Andrea and Judy Daniels Chapter 33 Multicultural Career Dialogue 85 Chapter 21 Cross-Cultural Interviews: Stephanie A. Crockett Understanding Attitudes Toward Counseling and Chapter 34 Low-Context and High-Context Mental Health Services 55 Styles of Communication: Michael Goh, Julie Koch and Simulations for Counseling Michael Starkey Students and Professionals 88 Chapter 22 Creating Diversity-Based Policies Cheryl Crippen in Schools or Agencies 58 Chapter 35 Lamps of Speech: Marty Jencius Proverbs as a Tool to Chapter 23 Earliest Memory Related Understand Differences to Race: Feelings and in Cultural Communication 92 Messages 60 Mark D. Mason and Sally M. Hage Minsun Lee and Mark D. Mason Chapter 36 Cultural Evidence 95 Chapter 24 Who’s Got the Money? 63 Anne M. Warren Krista M. Malott Section 5 Chapter 25 Depression and the Bruja 65 Cultural Identity Development Krista M. Malott Chapter 37 Identities in Interaction: Chapter 26 I Imagine You Imagine I Am A Role-Play 99 and I Observe, I Imagine 67 Edward A. Delgado-Romero Brian J. Mistler and Erin M. Schwartz

iv Contents Chapter 38 “Pieces of Me”: Chapter 49 Living in a Changing World: Cultural Identity Personal Cultural Development Exploration 101 Identification 129 Kylie P. Dotson-Blake and Mary E. Walker and Angela Rowe Holman Linda L. Autry Chapter 50 Process Group Themes Chapter 39 Creating a Project 135 Sexual Orientation Carlotta J. Willis and and Identity Dialogue 104 Debra Bergeron Angela Rowe Holman and Kylie P. Dotson-Blake Chapter 51 Exploring Racial Identity Development 137 Chapter 40 Multicultural Literature for Jill Miller, Sukie Magraw, Culturally Responsive Kayoko Yokoyama, and Counseling 106 Liza Hecht Paula S. McMillen and Dale-Elizabeth Pehrsson Chapter 52 Community Genogram Chapter 41 Create Yourself as a and Parallel Process Links 139 Cultural Being 109 Adam Zagelbaum Tina R. Paone Section 6 Chapter 42 My Cultural Awareness Oppression and Discrimination Lifeline 111 Carol A. Parker Chapter 53 Examining the Inner Circle: Unpacking Chapter 43 Multicultural White Privilege 145 Career Counseling Edward J. Brantmeier, Case Study 113 Antonette Aragon, Jacqueline Peila-Shuster, Nathalie Kees, Sharon K. Anderson, Jacqueline Peila-Shuster, and Antonette Aragon, Sharon K. Anderson Edward J. Brantmeier, and Nathalie Kees Chapter 54 Developing Knowledge of Chapter 44 Cultural Knowledge Others: Case Studies to Gaps 115 Develop Studies of Other Diverse Cultures 148 Brooke Rawson and Brian J. Mistler Kate Davis Rogers Chapter 45 The View From Where Chapter 55 The People in My Life: I Stand: Cultural Identities, A Personal Reflection of Power, and Privilege 117 Power and Privilege 150 Carmen F. Salazar Kylie P. Dotson-Blake Chapter 46 Weaving a Tapestry of Life Chapter 56 The Socio-Culltural Identities and Profile (SCP) 153 Relationships 120 Milton A. Fuentes and Rebecca Toporek Hector Y. Adames

Chapter 47 Racial-Cultural Dyadic Chapter 57 A Microcosm of Role-Play 124 My Community 156 Gina C. Torino and Stephanie F. Hall and Peter C. Donnelly Bianca M. Puglia

Chapter 48 Cultural Heritage Quilt Chapter 58 Ethnic and Religious Presentations 126 Immersion 158 Cheryl B. Warner and Arpana G. Inman Rosemary E. Phelps

Contents v Chapter 59 Multicultural Career Case Section 7 Conceptualization Role-Plays: Dimensions of Worldviews Exploring Hidden Biases Through Reflections, Chapter 72 Perspective Taking: Video-Recording, and Practicing to Really Hear Small-Group Processing 161 the Other Person’s Point Margo A. Jackson of View 201 Sharon K. Anderson, Chapter 60 What Kinds of Privilege and Antonette Aragon, Oppression Do I Experience? 165 Edward J. Brantmeier, Susan Kashubeck-West Nathalie Kees, and Chapter 61 The Greeting Card Jacqueline Peila-Shuster Experience 167 Chapter 73 The Squiggle Nancy Nishimura Perspective 204 Chapter 62 The Token Activity 169 Laurie M. Craigen and Shawn Patrick and Danica G. Hays Colleen M. Connolly Chapter 74 Understanding Chapter 63 Oppression Blues/Rap 174 Career Values 206 Adelaida Santana Pellicier Danica G. Hays and Laurie M. Craigen Chapter 64 Oppression Oppresses: Which “Dominant” or Chapter 75 Using Critical Race Theory “Target” Cultures Do and Narratives to You Belong To? 176 Explore Cultural Mark Pope Differences 208 Matthew E. Lemberger and Chapter 65 Systemic/Organizational/ Cheryl Holcomb-McCoy Institutional (S/O/I) Transference Exercise 178 Chapter 76 Transforming Our Ellen L. Short Worldview 210 Simone Alter-Muri Chapter 66 Exploring Power and Privilege: Making the Invisible Chapter 77 Out of Your Comfort Knapsack Visible 182 Zone 212 Allison L. Smith Kate Davis Rogers Chapter 67 Take a Walk in My Shoes 185 Chapter 78 Reflections on Culture: Sherri Snyder-Roche Social Construction Plans 214 Chapter 68 Bridging the Gap 189 Tarrell Awe Agahe Portman and Rose M. Stark-Rose, Anna M. Williams-Viviani Jayne M. Lokken, Martha S. Norton, and Section 8 Suzanne Zilber The Culturally Skilled Counselor Chapter 69 Hierarchy of Social Power 192 Cheryl B. Warner Chapter 79 The Cultural Encounter: Chapter 70 Concentric Circle Dialogues 195 An Exercise in Working Rebecca A. Willow Through One’s Cultural Biases 219 Chapter 71 Interrupting Oppression: Peter C. Donnelly and Finding Ways to Speak Out Gina C. Torino Against Overt Oppression and Everyday Microaggressions 197 Chapter 80 Photovoice: Understanding Kayoko Yokoyama, Social Privilege 222 Sukie Magraw, Bengü Ergüner-Tekinalp and Jill Miller, and Liza Hecht Amney Harper

vi Contents Chapter 81 Cultural Formulation Exercise: Chapter 92 Population Poster Making Culturally Appropriate Conference 252 Formulations in the Treatment Carlotta J. Willis and of Culturally Diverse Meg Connor Individuals 225 Chapter 93 “I Am From” Poem 254 Michael Goh, Michael Starkey, Sukie Magraw, Jill Miller, and Julie Koch Kayoko Yokoyama, and Chapter 82 Run for the Wall: Liza Hecht The Myth of the Chapter 94 Lights, Camera, Action! Level Playing Field 228 Counselors, Treatment Nathalie Kees, Planning, and the Movies 256 Jacqueline Peila-Shuster, Beth A. Durodoye Sharon K. Anderson, Antonette Aragon, and Section 9 Edward J. Brantmeier Cross-Cultural Family Counseling Chapter 83 Case Scenarios: Issues in Multicultural Supervision 231 Chapter 95 And Tango Makes Three: Promoting Understanding of Julie Koch and LGBT Families 261 Ling-Hsuan Tung Kristin Meany-Walen and Chapter 84 Bridging the Gap of Casey A. Barrio Minton Multicultural Competencies 233 Chapter 96 Cultural Voices Across the Family Life Cycle 264 Imelda N. Lowe Torey L. Portrie-Bethke Chapter 85 Creating Multicultural Awareness and Understanding Chapter 97 Native American Ethics: Through Establishing a Family 267 Positive Learning Anne M. Warren Environment 235 Chapter 98 Cultural Genograms 269 Kelly Most Kayoko Yokoyama, Chapter 86 Cultural Sensitivity Sukie Magraw, Jill Miller, and Self-Assessment 238 Liza Hecht Allison C. Paolini Section 10 Chapter 87 Cultural Overtures 240 Counseling Specific Cultural Groups Mark Pope Chapter 99 Telling My Story 273 Chapter 88 Imagine a Cross-Cultural Rebekah J. Byrd Experience 242 Janice Munro and Chapter 100 Using Art and Discussion Michael S. Rankins to Explore Myths and Chapter 89 Reflections and Remembrances: Realities About the Carrying Knowledge First Thanksgiving 275 Into Practice 245 Laura Lake Catterton and Anne M. Ober Casey A. Barrio Minton Chapter 90 Cross-Cultural Field Chapter 101 Debunking the Myths Experience 247 of Aging 278 Chippewa M. Thomas and David W. Hart Dorienna M. Alfred Chapter 102 Passing Strategies 280 Chapter 91 Life Span Interview 249 Arpana G. Inman Chippewa M. Thomas

Contents vii Chapter 103 Listening to the Chapter 114 The Road to “Here”— Narratives 282 My Story in the William Maxon-Kann and United States 308 Marty Jencius Anneliese A. Singh

Chapter 104 A Few Hours Chapter 115 Using Real Women Have in the Life . . . 285 Curves to Facilitate Cultural Brigid M. Noonan Perspective Taking 311 Chapter 105 Lunch Time! 287 Casey A. Barrio Minton Derrick A. Paladino and Section 11 Alicia M. Homrich Socioeconomic Status and Social Class Chapter 106 Aging Simulation Scavenger Hunt 290 Chapter 116 Investigating Meritocracy: Jacqueline Peila-Shuster, An Analysis of How Nathalie Kees, All Children Are Not Part Sharon K. Anderson, of the Meritocracy Edward J. Brantmeier, and American Dream 317 Antonette Aragon Antonette Aragon, Edward J. Brantmeier, Chapter 107 Confronting Prejudice Nathalie Kees, and Stereotypes: Jacqueline Peila-Shuster, and Working With Sharon K. Anderson Transgender Individuals 292 Varunee Faii Sangganjanavanich Chapter 117 Self as a Socioeconomic Being 322 Chapter 108 Locating Yourself in the Story: Devika Dibya Choudhuri Exploring the Therapeutic Impact on Elderly Chapter 118 My “Class” Photo: Sexuality 294 Exploring Social Class Consciousness 325 Angela Schubert Angela D. Coker Chapter 109 Family Dinner and Photo 296 Chapter 119 The Working Poor Mei Tang Simulation Exercise 327 Brian Hutchison Chapter 110 Understanding and Resolving Conflicted Career Choices 299 Chapter 120 Twenty Questions With a Twist: Mei Tang Uncovering Social Class Chapter 111 What’s in a Name: Assumptions 332 Indians or Melissa Luke Native Americans? 301 Chapter 121 Exploring Classism and Anne M. Warren the Effects of Socioeconomic Status Chapter 112 Native American Ethics: Through the Use of Art Spirituality 303 Materials 334 Anne M. Warren Kate Davis Rogers Chapter 113 Different Religious/Spiritual Author Index 339 Cultural Experience 305 Topic Index 341 Mark C. Rehfuss and Agatha Parks-Savage

viii Contents Foreword

Patricia Arredondo

In the past 20 years, multicultural counseling classes have become staples in the majority of counselor training programs around the United States and, increasingly, in international classrooms as well. A new generation of scholars and practitioners has fueled the enthusiasm for teaching about multicultural topics and for creating innovative activities for bringing theories and concepts to life. Experiential Activities for Teaching Multicultural Competence in Counseling is an excellent resource for use in both multicultural counseling classes and other core classes in which infusion and reinforcement of cultural learning can readily occur. Multicultural advocates have always insisted on the relevance of cultural concepts in all counseling courses. Whether one is teaching family issues, group work, counseling theory, supervision, or, of course, practicum, the activities from this new text can serve to expand thinking and understanding about relevant cross-cultural perspectives and practices. In 1996, “Operationalization of the Multicul- tural Counseling Competencies” (Arredondo et al.) was published with the goal of providing behavioral examples to implement the landmark “Multicultural Counseling Competencies and Standards: A Call to the Profession” (Sue, Arredondo, & McDavis, 1992). It is gratifying to have a text that promotes the implementation of the multicultural counseling competencies. Experiential Activities for Teaching Multicultural Competence in Counseling introduces a range of topics embedded in the multicultural counseling competencies. In the 11 sections and 121 chapters, professionals and graduate students provide alternative applications for personal and professional development. It has been well documented that lectures are only one modality for teaching; increasingly, it is experiential activities, both inside and outside of the classroom, that fortify the lessons to be learned. There are common themes across the different chapters. Among these is the emphasis on individuals’ multidimensionality; respect of different worldviews; perspective taking; cross-cultural styles of learning, communicating, and responding to mental health interventions; identity development; and ecological considerations. After all, multicultural counseling models reinforce the interdependence of the individual, family, group, community, and nation. Context and culture count, and this principle is evident throughout the text. The writers introduce activities that may have seemed dangerous or taboo 20 years ago. They address issues of socioeconomic classism, oppression, and discrimination, including White privilege, emotional discomfort in the context of counseling, and transgender identity. I particularly like the chapter addressing the use of proverbs and their culture-specific and cross-cultural applications and the chapter describing the use of cultural genograms. The counseling profession has made great advances in the past 20 years, and the American Counseling Association has been instrumental in fostering the evolution of the multicultural counseling movement.

ix As Indira Ghandi stated, “You can’t shake hands with a closed fist” (Simpson, 1988, p. 5). Mark Pope, Joseph S. Pangelinan, and Angela D. Coker have brought Ghandi’s words to life. References Arredondo, P., Toporek, R., Brown, S. P., Jones, J., Locke, D., Sanchez, J., & Stadler, H. (1996). Opera- tionalization of the multicultural counseling competencies. Journal of Multicultural Counseling and Development, 24, 42–78. Simpson, J. B. (1988). Simpson’s contemporary quotations. Boston, MA: Houghton Mifflin. Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Counseling & Development, 70, 477–486.

x Foreword Introduction

We now live in diverse global village that has become increasingly more interconnected with each pass- ing day. Understanding and appreciating this diversity is a key component of our work as counselors and counselor educators. Few among us would argue against the ethical premise that counselor education must be concerned with the development of the whole individual, which also includes culture and human diversity. The American Counseling Association’s (ACA’s) Code of Ethics (2005) includes the following statement on competence, which speaks to the issue of both professional ethics and human diversity:

C.2.a. Boundaries of Competence. Counselors practice only within the boundaries of their competence, based on their education, training, supervised experience, state and national professional credentials, and appropriate professional experience. Counselors gain knowledge, personal awareness, sensitivity, and skills pertinent to working with a diverse client population.

When teaching multicultural counseling principles, it is generally viewed as best practice for faculty not only to devote whole courses to the issue of culture, but also to infuse cultural diversity throughout our profession’s core curriculum. Faculty who have taught such classes have often found themselves adapting and using experiential activities as a means of increasing students’ participation in the learning process. Often, such faculty have developed many of their activities in isolation and have shared these experiential activities only with other faculty who also share an interest in developing multicultural competence. This book is primarily intended for newly minted counselor educators who are just beginning their academic careers and preparing to teach courses that are new to them or who are in the throes of devel- oping or enhancing existing courses that may lack adequate cultural infusion. This book is also intended for seasoned counselor educators who are committed to implementing social and cultural foundations in any or all core content areas highlighted in the 2009 Council for Accreditation of Counseling and Related Educational Programs (CACREP) standards. This publication represents a collaborative effort to provide a central location of experiential activity resources for faculty wishing to implement consciousness-raising learning tools and strategies in the clinical training of counseling students. The development of this book has been a two-year journey, starting with the collection of various activities from counselor education faculty across the country. We initially sent out a call for submissions to several counselor education Internet listservs (including CESNET) in addition to soliciting submis- sions at the annual ACA national conference. Immediately and over the course of a year and a half we

xi received many responses and submissions from a diversity of practitioners and counselor educators. We are extremely proud of the collection presented in this volume. We have tried to make this book very user-friendly, and so we have organized each activity (referred to as a “chapter”) in several different ways that we hope will facilitate your use of these resources. First, this book is organized into 11 different sections that represent the primary subject matter that appears in both beginning and advanced multicultural counseling classes. This subject matter includes everything from introductory conversations about cultural diversity, definitions ofoppression and discrimination, and components of becoming a culturally skilled counselor to considerations in counseling specific cultural groups (which includes considerations of race, sexual orientation, spirituality, and social class). We developed a topical cross-index that provides a list of chapters that are cross-indexed by a more detailed list of topics and is divided into three parts: (a) chapters on topics related to the content and process of teaching multicultural counseling classes (including the use of popular culture/media, creative arts, personal narratives, and technology), (b) chapters on topics related to the various cultural groups, and (c) chapters infusing cultural diversity into core classes directly related to the CACREP standards. These activities are fun and thought-provoking and are designed to stimulate critical consciousness in the areas of personal awareness, knowledge, and skills. They can be used in a stand-alone multicul- tural course or infused into career, research, family counseling, clinical and supervision training, group counseling, or human life span and development courses. Furthermore, a CD-ROM accompanies this volume that includes a compilation of all the group activities handouts shared in this book. When an instructor selects and facilitates any experiential activity, we want to stress the importance of adhering to the use of safety guidelines and ethical diversity group work. An activity should not be used just to fill in an empty time slot. Group facilitators are responsible for determining the appropriate- ness and readiness of their class to engage in a particular activity. This determination includes making sure students are adequately prepared through prior class readings and/or class discussions. Group facilitators must also have sufficient training and experience in facilitating diversity work in addition to solid knowledge about group dynamics. Group facilitators must be responsible for clearly stating the purpose of the activity and how it ties into the overall objectives of the course. It is also important to set ground rules for participation (e.g., respect, appropriate use of language) in addition to determin- ing clear procedures for handling any group conflict that may arise. For a detailed outline of diversity group work considerations, refer to the Association for Specialists in Group Work’s (1998) Principles for Diversity-Competent Group Workers. Finally, the three of us are grateful to the many talented authors who contributed to the development of this book. The contributing authors’ biographies highlight their accomplishments and commitment as counselor educators. We appreciate their true scholarship, creativity, and willingness to allow us to highlight their work in this volume. We are proud to note that contributors to this book generously represent all five regions of the United States (i.e., North Atlantic, North Central, Southern, Rocky Mountain, and Western) highlighted by the Association for Counselor Education and Supervision (ACES). We are also grateful to Carolyn Baker of ACA for her guidance in the publication of this book, University of Missouri—St. Louis doctoral student David Hart for his graduate assistance, and Lynne McCarthy and Sue Cross for their ad- ministrative support. This book would not have come to fruition without your collective aid. We thank you! We hope you find this publication a useful and valuable resource in your work as multicultural and social justice advocates. We are confident that you will find an activity that fits your needs within the content of your course. As you review and use this book, we welcome any comments or feedback you have regarding its contents. Please send all comments to Mark Pope at [email protected].

—Mark Pope, Joseph S. Pangelinan, and Angela D. Coker References American Counseling Association. (2005). ACA code of ethics. Alexandria, VA: Author. Association for Specialists in Group Work. (1998). Principles for diversity-competent group workers. Alexandria, VA: Author.

xii Introduction About the Editors

Mark Pope, Ed D, NCC, MCC, MAC, ACS, has been teaching multicultural counseling classes for over 20 years. He is currently professor and chair of the Division of Counseling and Family Therapy at the University of Missouri—Saint Louis. Dr. Pope is the author of 5 books, over 30 book chapters, over 40 journal articles, and over 100 professional presentations at the international, national, and state levels, and he has written extensively on various aspects of counseling, including the career de- velopment of ethnic, racial, and sexual minorities; violence in the schools; teaching career counseling; psychological testing; international issues in counseling; and the history of public policy issues in career counseling. His works have appeared as books, as conference presentations, and in such journals as the Journal of Counseling & Development, The Career Development Quarterly, The Counseling Psychologist, The Family Journal, and the Journal of Multicultural Counseling and Development. He has special expertise in Native American, Asian, and sexual minority cultures. Dr. Pope has served as president of the ACA, National Career Development Association, and Association for Lesbian, Gay, Bisexual, and Transgender Issues in Counseling. He has been elected as a fellow of the ACA, American Psychological Association (APA), National Career Development Association, and Society of Counseling Psychology. He has also served as the editor of The Career Development Quarterly as well as on the editorial boards of several other professional journals. Dr. Pope is an elder of St. Francis River Band of Cherokees and a senior trial judge in the South- eastern Cherokee Tribal Courts. He has worked with quite diverse populations, including individuals from a variety of cultures, races, ethnic groups, genders, and sexual orientations. Specifically, he has helped Native Americans who are both HIV+ and alcoholic, workers who are being laid off by their employer, heroin addicts on the southside of Chicago, psychiatrically hospitalized adolescents, people with AIDS and their partners, people who are abusing alcohol and other substances, same-sex and opposite-sex couples, and disadvantaged and ethnically diverse students. Dr. Pope has founded and designed the counseling programs for a variety of agencies, including high schools, colleges, and private counseling agencies, and he has been a career testing and planning consultant for a variety of profit and intentionally nonprofit corporations. Dr. Pope also served as the director of psychological services for the American Indian AIDS Institute and the Native American AIDS Project in San Francisco.

xiii Joseph S. Pangelinan, MS, NCC, LPC, is a doctoral student in the Division of Counseling and Family Therapy at the University of Missouri—Saint Louis. He was born and raised on Chuuk Island in the Micronesian region of the Pacific Ocean. In 1990, he completed his undergraduate studies at Benedictine College in Atchison, Kansas. After working in the field for two years, he matriculated in the counseling program at Southeast Missouri State University. While at Southeast Missouri State University, he completed all of his practicum and field experience hours at the Center for Health and Counseling, where he emphasized work with minority populations and international students. For his capstone master’s thesis project, he did a comparative study on the psychological help-seeking behaviors of students from the United States and Turkey. Upon graduation with a master’s degree in counseling, Joe accepted a position with Bootheel Counseling Services in rural southeast Missouri, where he helped develop, market, and implement the Missouri Access/Crisis Response System. This effort involved working with individuals who are marginalized and not able to access mental health services because of geographic isolation, physical limitations, poverty, and social stigma. In 1999, Joe moved to the Cottonwood Residential Treatment Center, a Missouri Department of Mental Health facility, to continue his work with children and adolescents who had been identified as mentally disordered or ill by the state. Three years later, Joe accepted a position at Logos School, where he remains. In his current position, Joe works as a counselor and director of behavior intervention and field education. He provides individual and group counseling with student‑clients who have been diagnosed with an emotional and often a learning disability. He also does treatment planning and consultation on difficult cases with teachers, parents, school districts, and other therapists. He trains and provides supervision to social work and counseling interns on best counseling practices with the students who have been identified with emotional and learning disabilities. Joe has taught graduate counseling courses and presented programs at the local, regional, and national levels on multicultural issues, career development, crisis intervention, school counseling foundations, counseling practicum, and counseling field experience. He is a regular speaker on issues of cultural diversity at schools throughout the Saint Louis metropolitan region.

Angela D. Coker, PhD, LPC, NCC, is an assistant professor of counseling and family therapy at the University of Missouri—St. Louis. She is a licensed professional counselor in the state of Mis- souri and a national certified counselor. Born and raised in New York City, she received her BA in liberal arts from Brooklyn College, her MS in counselor education from the University of Wyoming, and her PhD in educational psychology and counseling from the Union Institute and University in Cincinnati, Ohio. Dr. Coker has been teaching counselor education classes for over 10 years. She specializes in mul- ticultural counseling, consultation, and advocacy. She is the author of several peer-reviewed journal articles and book chapters that address the intersections of race, gender, and class issues in counseling. Her particular area of research and clinical interest is in exploring the emotional and psychological needs of African American women. Her scholarly endeavors include an exploration of African Ameri- can women’s body image satisfaction, mental health perceptions and usage of counseling services, academic attainment, and workplace experiences. Dr. Coker has examined the developmental concerns and challenges of African American adolescent girls. She has also published on the importance of developing cultural competencies when conducting research with African American study participants. Central to her academic inquiry is the question, How can counselor education and supervision be used to expand multicultural awareness, knowledge, and social advocacy? Dr. Coker is an active member of the ACA, Counselors for Social Justice, the Association for Counselor Education and Supervision, and Chi Sigma Iota. She is a community activist who has conducted numerous community outreach initiatives in the St. Louis metropolitan area. Her most recent outreach project included working with young homeless mothers.

xiv About the Editors About the Authors

Hector Y. Adames, PsyD, completed his graduate both nationally and internationally. In 2003 she training in clinical psychology at Wright State received the title of Massachusetts Art Educator University in Ohio and his clinical predoctoral of the Year in Higher Education. Dr. Alter-Muri internship at the Boston University School of has been conducting on-going grant-funded Medicine’s Center for Multicultural Mental research in gender issues and art development. Health. Currently, he is completing an APA- accredited postdoctoral residency in clinical Sharon K. Anderson, PhD, is an associate profes- neuropsychology. His research and clinical sor of counseling and career development and interests focus on multiculturalism, Latino/a director of graduate programs in the School of psychology, and the intersection of neuropsy- Education at Colorado State University. Her chology, cultural competency, and professional teaching and research focus on ethics and multi- training in psychology. He has received numer- cultural counseling. She is the author of several ous awards, including the National Latino/a journal articles, book chapters, and two books, Psychological Association’s 2006 Distinguished including a book titled Explorations in Privilege, Student Service Award. Oppression, and Diversity.

Dorienna M. Alfred, PhD, received her doctorate Antonette Aragon, PhD, is an assistant professor in counseling psychology from Indiana Univer- in the School of Education at Colorado State sity and is a licensed psychologist in the state University. Her research focuses on multicul- of Missouri. She currently practices in the area tural teacher education, antiracist multicultural of college mental health at the University of education, and the examination of students who Missouri Student Health Center in Columbia, are marginalized. In particular she has studied Missouri. Her professional interests include Latina(o) students, social justice issues, students health psychology, multicultural counseling in poverty, and areas related to equity for all and teaching competence, and Black liberation students. She was formerly a high school teacher psychology research and practice. in Loveland, Colorado, and a faculty member at Metropolitan State College of Denver. She Simone Alter-Muri, EdD, ATR-BC, LMHC, is deeply believes in education that fosters cultural founder, director, and professor of Art Therapy/ competency aimed at building White teacher Art Education Programs at Springfield College effectiveness to teach students who are racially, in Springfield, Massachusetts. Dr. Alter-Muri ethnically, linguistically, and socioeconomically has published, presented, and exhibited her art different from themselves.

xv Jason Arnold, MS, is currently a fourth-year doctoral cross-cultural competence; intercultural peace- student in Counselor Education and Supervision at building; and cultural conflict and change. Southern Illinois University Carbondale (SIUC). He received his master’s degree in community Rebekah J. Byrd, MSEd, NCC, is currently a doc- counseling from SIUC in 2005 and worked in toral student at Old Dominion University. She has outpatient mental health for a year before decid- work experience in both school and mental health ing to study for his PhD. He has been involved in counseling, with recent work on a grant-funded re- teaching and supervising graduate students in their siliency and prevention program in a middle school group facilitator training in the SIUC Counselor setting. Her research interests include child and Education Program for the past four years. adolescent treatment, acute care, and social justice and advocacy work. She also serves as president Linda L. Autry, PhD, LPC-S, was a public school of the Omega Delta chapter of Chi Sigma Iota In- counselor for 13 years. She has an MEd in counsel- ternational and is chair for the Human Rights and ing from Tarleton State University and a PhD from Social Justice Committee for the Virginia School Texas A & M—Corpus Christi. In addition, she is Counseling Association. an LPC-S. She is currently a counselor educator at the University of Texas of the Permian Basin. Laura Lake Catterton is a graduate student in the counseling program at the University of Debra Bergeron, PsyD, is a visiting assistant pro- North Texas, Denton. Prior to beginning gradu- fessor at Antioch University New England, where ate study, she taught art classes for elementary she received her doctorate in clinical psychology. students and adults. Catterton is particularly Dr. Bergeron also holds a master’s degree in ex- interested in multicultural issues and expres- pressive therapies from Lesley University and a sive approaches to counseling, such as art and bachelor’s degree in art therapy from Mount Mary animal-assisted therapy. College. She is a licensed psychologist, licensed clinical mental health counselor, and a registered Devika Dibya Choudhuri, PhD, NCC, LPC, ACS, and board-certified art therapist. was born in India and immigrated to the United States. Her clinical work has been in community and Christine Suniti Bhat, PhD, is a counselor educator university settings with multicultural and interna- at Ohio University, with previous experience at tional populations, and her research interests focus California State University, Long Beach. She has on multicultural issues in counseling pedagogy and over 20 years of international experience as an supervision as well as the therapeutic use of culture educator, counselor, and psychologist in diverse in counseling. She is currently an associate profes- work environments, such as the Australian military, sor of counseling at Eastern Michigan University. nonprofit agencies, schools, and universities in India, Australia, and the United States. Christine’s Colleen M. Connolly, PhD, LPC, is an associate recent publications have been in the areas of cy- professor in the professional counseling pro- berbullying, race and racial identity in counseling gram at Texas State University—San Marcos. supervision, and group counseling. As an Asian She teaches in the marital, couple, and family Indian Australian citizen working in the United emphasis and has research interests including States, she is on a journey of multicultural compe- strength and resilience in lesbian couples, de- tence and enjoys the company of fellow travelers. velopmental stressors in lesbian couples, created family, and feminist supervision. Edward J. Brantmeier, PhD, is an assistant profes- sor in the School of Education at Colorado State Meg Connor, MA, LCMHC, adjunct faculty for University. He currently teaches multicultural clinical mental health counseling program at An- education and foundations courses at the under- tioch New England University, received a master’s graduate and graduate levels. His research inter- degree in counseling psychology from Antioch ests include the practical and theoretical braiding University New England and a bachelor’s degree of multicultural education, of peace education, from the University of Massachusetts in Boston. and of critical social theory within the context A licensed clinical mental health counselor who of teacher education and educational leadership; is certified in EMDR II and MBTI, she maintains

xvi About the Authors a full-time clinical practice at Monadnack Area ogy) and Division 45 (The Society for the Study Psychotherapy and Spiritual Services in Keene, of Ethnic Issues). In addition to his scholarly New Hampshire, She specializes in the integra- achievements, Dr. D’Andrea is widely known and tion of psychotherapy and spirituality, women’s respected for his work as a social justice advocate. issues, trauma, and career transitions. Judy Daniels, EdD, received her doctoral degree Laurie M. Craigen, PhD, LPC, is an assistant profes- from Vanderbilt University in 1990. Since that sor in the Department of Educational Leadership time she has committed her career to being a and Counseling, Old Dominion University. She counselor educator, theorist, researcher, and prac- received her doctorate in philosophy in counselor titioner. In all of these professional capacities, Dr. education from the College of William and Mary Daniels has directed much time and energy to pro- in Williamsburg, Virginia. Her research interests moting multicultural and social justice counseling include self-injury, eating disorders, prevention, paradigms in the mental health professions. This and professional identity development. As a faculty effort has resulted in more than 75 publications member in the human services program, her teach- and over 125 professional presentations at na- ing responsibilities include senior-level internship, tional and international counseling conventions, interpersonal skills, addiction, and methods courses. conferences, and workshops. Dr. Daniels is a fellow with the ACA and the recipient of several Cheryl Crippen, PhD, has a PhD in counseling from other professional awards and commendations. the University of New England, Australia, in which her dissertation focused on processes of cultural ad- Edward A. Delgado-Romero, PhD, is an associate aptation among intercultural parents. She has an MA professor and training director of the counseling in international relations and an MS in counseling psychology doctoral program of the University psychology from California State University, Sacra- of Georgia. He is a fellow of the APA and the mento and Fullerton. Her research interests include president-elect of the National Latina/o Psycho- cross-cultural counseling, intercultural families, and logical Association. transcultural adoption. Her experience includes work in international education, cross-cultural Cheryl Doby-Copeland, MPS, ATR-BC, LPC, training, and teaching at Makerere University in is an art therapist/mental health specialist in the Kampala, Uganda. Currently, she is project director District of Columbia and is pursuing a doctor- of the University of California, Irvine, Department ate in school psychology at Howard University. of Psychiatry’s Women and Children’s Health and Cheryl served on the American Art Therapy Well-Being Project. Association (AATA) Board of Directors and is a past chairperson of the AATA Multicul- Stephanie A. Crockett, MS Ed, is a doctoral tural Committee. Cheryl developed and taught student at Old Dominion University in the De- the social and cultural diversity course in partment of Counseling. Her research interests George Washington University’s Graduate Art include multicultural issues in career counseling, Therapy Program. Her current research inter- international student career development, and ests are the utility of drawing techniques in career issues and psychological distress associ- projective‑expressive assessment as indicators of ated with the college-to-work transition. cognitive development and school-based parenting skills interventions to decrease school violence. Michael D’Andrea, EdD, is a respected leader in the field of counseling, having published 6 books Peter C. Donnelly, PhD, is a visiting assistant pro- and over 200 book chapters, journal articles, and fessor at Rutgers University’s Graduate School of other scholarly works. He has also made over 250 Education. His research interests include examin- professional presentations worldwide on various ing multicultural counseling competency among topics related to counseling, human development, counselors, identifying predictors of academic and multicultural and social justice counseling. achievement among Black adolescents, and He has received several awards from the ACA as developing culturally relevant counseling inter- well as receiving fellow status with the APA in ventions for working with at-risk youths. He has Division 17 (The Society for Counseling Psychol- written and coauthored publications in this area.

About the Authors xvii Kylie P. Dotson-Blake, PhD, LPC, NCC, is an Michael Goh, PhD, is an associate professor, pro- assistant professor in the College of Education, gram coordinator, and training director in the Department of Counselor and Adult Education, counseling and student personnel psychology at East Carolina University. Her research interests program at the University of Minnesota. Dr. Goh’s and expertise include developing and evaluating teaching, research, and service are focused on culturally inclusive family‑school‑community improving access to mental health services for partnerships, rural school counseling, and Latina/o ethnically diverse, new immigrant, and interna- family involvement in schools. Her current projects tional populations. His current research program include designing and implementing international, includes cultural intelligence and cultural com- interdisciplinary multicultural issues course oppor- petence in mental health practice, multicultural tunities for students using East Carolina Univer- master therapists, and help-seeking behaviors and sity’s Global Classroom technology. attitudes across cultures and countries. Beth A. Durodoye, EdD, NCC, is a professor in Andre Green, PhD, holds a BS degree in chem- the Department of Counseling at the Univer- istry from Alabama State University, an MS sity of Texas at San Antonio. She earned her degree in chemistry from Hampton University, master’s degree in counseling from Marshall and EdS and PhD degrees in curriculum and University and her EdD in counselor educa- instruction, with a focus in science education, tion from the University of Virginia. She is a from Virginia Tech. His professional experi- former president of the Texas Association for ence includes working in the Virginia public Multicultural Counseling and Development. Her schools as a science and math teacher. He specialization is multicultural counseling, with currently works as a science educator at the scholarly interests centering on sociopolitical University of South Alabama in the College considerations that impact the mental health of Education. needs of diverse populations and international Sally M. Hage, PhD, is an assistant professor of approaches to counseling. counseling psychology at the University at Albany, Bengü Ergüner-Tekinalp, PhD, is an assistant Department of Educational and Counseling Psy- professor in the Counselor Education Program chology, School of Education. She is a licensed at Drake University, Des Moines, Iowa. After mental health counselor who earned her doctor- completing her bachelor’s and master’s degrees ate at the University of Minnesota and an MDiv in guidance and counseling at Middle East from the University of Notre Dame. Her research Technical University in Turkey, she moved interests include online violence prevention and to the United States to complete her doctoral training, spirituality and counseling, ethics, preven- degree in counselor education from Auburn tion of interpersonal violence, and multicultural University—Alabama. Her research interests psychology. She has written extensively in the are multicultural counseling, social justice and areas of prevention psychology, multicultural train- advocacy, school counselor roles and program ing, and spirituality and counseling. effectiveness, and positive psychology. Stephanie F. Hall, PhD, LPCC, is an assistant Milton A. Fuentes, PsyD. Dr. Fuentes, a licensed professor of psychological counseling at Mon- psychologist, received his PsyD from the Gradu- mouth University. She received her doctorate ate School of Applied and Professional Psychol- in counselor education from the University of ogy, Rutgers University, in 1998. He is currently New Orleans and is licensed as a professional an associate professor of psychology and the counselor in Louisiana and Kentucky. Her re- director of the Latin American and Latino studies search interests include: multicultural issues in program at Montclair State University. He also es- counselor education and supervision, ethics and tablished and directs the clinical and community counselor competence, infusion of group work studies laboratory in the Psychology Department. and multicultural concepts into the counselor education curriculum, the impact of mentoring Birmagidra M. Gainor, MEd, is a doctoral student on counselor educator identity development, and in the counseling psychology program at the teaching preparation for graduates of counselor University of Georgia. education doctoral programs.

xviii About the Authors Amney Harper, PhD, is an assistant professor Dr. Holcomb-McCoy, a doctoral graduate of the in the Department of Professional Counsel- University of North Carolina at Greensboro, is ing at the University of Wisconsin Oshkosh. a specialist in school and multicultural counsel- Dr. Harper completed her bachelor’s degree ing, and her research includes the development in history and master’s degree in community of instruments that measure school counselors’ agency counseling at Ball State University. She multicultural competence and self-efficacy. Since then completed her doctoral degree in coun- 1996, she has published or copublished over 50 selor education at Auburn University in Auburn, refereed journal articles, books, book chapters, and Alabama. Her research interests are LGBTQIQ reports. Among the recent grants and awards she populations (lesbian, gay, bisexual, transgender, has received is a $300,000 grant from the College queer, intersex, and questioning), social justice, Board (2006–2009) to direct a research project that multicultural counseling competency, feminist examines the impact of school counseling activities theory, racial identity, and existential theory. on the college preparation of urban, low-income students. Dr. Holcomb-McCoy holds numerous David W. Hart, MS, is a doctoral student and re- leadership positions in various professional and search assistant at the University of Missouri— academic organizations, including the American St. Louis and a part-time faculty member at School Counselor Association. She serves on the Southwestern Illinois College. Hart completed editorial boards of several publications, including his master’s degree in counseling at California Professional School Counseling, Counselor Educa- State University, Fullerton, where he received the tion and Supervision, and the Journal for Special- Faculty Award for potential as a counselor. His ists in Group Work. In 2009, Dr. Holcomb-McCoy research interests are in the clinical integration received the Counselors for Social Justice’s Mary of spirituality and professional counseling, LG- Smith Arnold Anti-Oppression Award. BTQI (lesbian, gay, bisexual, transgender, queer/ questioning, intersex) identity development, Angela Rowe Holman, PhD, LPC, NCC, is an and counseling the older adult client. Hart has a assistant professor in the College of Arts and passion for promoting social justice through his Sciences, Department of Psychology and Coun- clinical practice and scholarly research. seling, at the University of North Carolina Pem- broke and is a licensed professional counselor. Danica G. Hays, PhD, LPC, NCC, is an assistant Her areas of interest include college counseling, professor in the Department of Educational community agency counseling, peer supervi- Leadership and Counseling at Old Dominion sion, gender and sexuality issues, and case University. Her major research interests include conceptualization skills of counseling students. qualitative methodology, assessment and diag- nosis, trauma and gender issues, and multicul- Alicia M. Homrich, PhD, NCC, LPY, LMFT, is tural and social justice concerns in counselor an associate professor and chair of the graduate preparation and community mental health. Her studies in counseling program at Rollins College primary teaching responsibilities are master’s- in Winter Park, Florida. In addition to her position and doctoral-level research methods courses, as a counselor educator, Dr. Homrich is a licensed assessment, and doctoral supervision. psychologist and a licensed marriage and family Liza Hecht, PsyD, is an adjunct faculty member at therapist. She is most interested in strengths and JFK University in the clinical psychology program. resiliency of counselors in training and uses a Dr. Hecht’s areas of interest include multicultural solution-oriented approach in counselor develop- issues, chemical dependency, behavioral health ment and supervision. Dr. Homrich’s specializa- medicine, and psychological aspects of HIV. tion is family and relationship therapy, and she has developed a certificate program for the students Cheryl Holcomb-McCoy, PhD, is professor and direc- in mental health counseling at Rollins College. tor of the school counseling program in the School of Education at Johns Hopkins University (JHU). Monica Hunter, PhD, holds a BS degree in elemen- She joined the JHU School of Education in January tary education from Alabama State University, an 2009; before that, she held an associate professor- MEd degree in school counseling from the Uni- ship at the University of Maryland (1998‑2008). versity of South Alabama, and a PhD in counselor

About the Authors xix education and supervision from Auburn Univer- are in multicultural career counseling and psy- sity. Her professional experience includes work- chotherapy training and supervision, and her ing in the public schools as a teacher, elementary focus is on examining methods to assess and school counselor, and secondary school counselor. constructively address hidden biases of coun- She currently works as a counselor educator spe- selors and educators. cializing in school counseling at the University of South Alabama in the College of Education. Marty Jencius, PhD, earned his PhD in counselor education from the University of South Carolina. Brian Hutchison, PhD, NCC, is an assistant pro- He is founder and list manager for CESNET-L, a fessor in the Division of Counseling and Family listserv for counselor educators; cofounding edi- Therapy at the University of Missouri—Saint tor of The Journal of Technology in Counseling, Louis. He has authored or coauthored several a Web-based, peer-reviewed journal; and founder book chapters, articles, and other materials on of CounselorAudioSource.Net, a counseling career theory and development and presented podcast interview program. He is on the edito- on these topics at numerous conferences and rial board of the International Journal for the invited workshops. Dr. Hutchison has worked as Advancement of Counselling. He has taught coun- a college career and school counselor. He is the seling in The Bahamas, Singapore, and Turkey. past-president of the Pennsylvania Career Devel- opment Association as well as an active member Susan Kashubeck-West, PhD, received her PhD in of the National Career Development Association counseling psychology from the Ohio State Uni- through its National Leadership Academy. Dr. versity. She has served on several journal editorial Hutchison’s research focuses on the impact of boards and has won several teaching awards. Her social class on counseling relationships, career current research interests include multicultural is- development, and career planning behaviors. He sues, LGBT (lesbian, gay, bisexual, transgender) has taught career and multicultural classes in a issues, body image, and eating disorders variety of settings for high school, undergradu- Nathalie Kees, EdD, LPC, is an associate ate, and graduate students. professor of counseling and career develop- Arpana G. Inman, PhD, received her PhD in ment in the School of Education at Colorado counseling psychology from Temple University. State University. Her teaching and research Currently, she is an associate professor in coun- focus on individual and group counseling, seling psychology at Lehigh University. She has spirituality and counseling, and diversity and been teaching courses on diversity and multi- gender issues in counseling. She has served cultural perspectives since 2000 to a wide range as guest editor for special issues on women in of students in the field of education. Her areas counseling for the Journal of Counseling & of research include South Asian identity, Asian Development and the Journal for Specialists American coping and mental health, international in Group Work. She is coauthor of the book counseling and psychology, and multicultural Manager as Facilitator and founder of ACA’s competencies in supervision and training. Women’s Interest Network. Dr. Kees has over 20 years of experience as a diversity trainer Margo A. Jackson, PhD, is an associate profes- and advocate. sor in the Counseling Psychology Department, Division of Psychological and Educational Ser- Julie Koch, PhD, is an assistant professor of coun- vices, Graduate School of Education at Fordham seling and counseling psychology at Oklahoma University. She is president-elect-designate of State University. She is a licensed K–12 school the National Council of Counseling Psychol- counselor in the states of Texas and Oklahoma. ogy Training Programs. She earned her PhD in Her research interests involve immigrant and counseling psychology at Stanford University, refugee children, LGBTQ (lesbian, gay, bi- EdM in counseling at the University of Buf- sexual, transgender, queer/questioning) issues, falo, and BA in psychology and Spanish at the counselor training, supervision and develop- State University of New York at Binghamton. ment, and ethics. She was a Monbusho Scholar Her clinical, research, and teaching interests and speaks Japanese.

xx About the Authors Minsun Lee, MA, is a doctoral student in the Divi- Her interests include play therapy, sandplay, sion of Counseling Psychology at the University Hispanic issues, and integration of expressive at Albany, where she has taught an undergradu- arts in the clinical supervision process. ate diversity course. Her research interests in- clude bicultural identity, therapy process, and Melissa Luke, PhD, LMHC, NCC, is an assistant color-blind racial ideology. professor and the coordinator of school coun- seling in the Counseling and Human Services Matthew E. Lemberger, PhD, is an assistant profes- Department at Syracuse University. Dr. Luke sor and program coordinator of the school coun- is a former teacher and school counselor, with seling track at the University of Missouri—Saint a clinical focus in working with children and Louis. Dr. Lemberger specializes in issues related adolescents. Her scholarship interests include to school counseling, cultural issues in counseling, comprehensive developmental school coun- academic achievement and skill development, seling, counselor education and supervision and individual psychology. As a former school pedagogy, and the training of school counselors counselor at both the elementary and secondary to effectively meet the needs of historically mar- levels, he remains close to the schools by virtue of ginalized children and adolescents. a number of grants that target the so-called achieve- ment gap, especially in urban schools. Salvador Macias III, PhD, has been on the fac- ulty of the University of South Carolina Sumter Joél Lewis, PhD, is an assistant professor in instruc- (a two-year regional campus) for 25 years. He tional design and development at the University received his undergraduate degree (biology and of South Alabama. Her educational background psychology) from the University of California, includes a BS in human resource management Riverside, and he earned his master’s degree in and an MS and PhD in instructional design general-experimental psychology and PhD in and development from the University of South developmental psychology from Georgia State Alabama. Her professional experience includes University. He is the past president of the South working as an instructional designer in various Carolina Psychological Association, has been schools, businesses, and nonprofit organizations. elected to a three-year term as a member of APA’s Committee for Psychology Teachers @ Jayne M. Lokken, PhD, earned her doctorate in Community Colleges (one year as chair), and is counseling psychology from the University of a member of the National Latino Psychological North Dakota. She has been a licensed psycholo- Association. In addition, he has served as a reader gist at Counseling and Psychological Services for the Advanced Placement Psychology Exam. at St. Cloud State University for eight years and at the University of Wisconsin Oshkosh for five Sukie Magraw, PhD, is the program director and years prior to that. She is a generalist with special a professor in the clinical psychology program interest in multicultural/diversity issues, racial/ at JFK University in Pleasant Hill, California. cultural development, stress management, depres- She teaches the first-year Integrated Professional sion, anxiety, and a holistic approach to health. Seminar, which includes three components: mul- She is also very interested in college retention ticultural awareness, ethnographic practicum, issues, career choice, and academic success. Her and group process. Her areas of interest include current research includes examining the impact of feminist therapy, LGBT issues, alternative fami- discrimination simulation exercises on reducing lies, and multicultural training. She has a private prejudice attitudes among college students and practice in Berkeley, California. the relationship between attitudes toward group counseling, cultural identity, and help-seeking Krista M. Malott, PhD, LPC, is an assistant behaviors with American Indian students. professor in the Department of Education and Human Services at Villanova University. Her Imelda N. Lowe, PhD, is an assistant professor at areas of instruction and research address work the University of South Dakota. She has worked with diverse populations, specifically in regard in the public schools for 13 years as a bilingual to issues of power and oppression, work with teacher and bilingual school counselor in Texas. immigrants, and ethnic identity development.

About the Authors xxi Mark D. Mason, MEd, is a doctoral student in the also an adjunct professor in the PsyD program, Division of Counseling Psychology at the Uni- clinical psychology, at JFK University in Pleasant versity at Albany. He attended the University of Hill, California. She currently teaches the first-year Maryland for his MEd in counseling and person- Integrated Professional Seminar, which includes nel services, and he has taught courses such as three components: multicultural awareness, ethno- the First Year Experience and Cultural Diversity graphic practicum, and group process. Her areas of at several universities. His research interests interest include family therapy, multiculturalism/ include deaf and hard of hearing populations sociocultural issues in the clinical psychology and and multicultural education. health care settings, and social systems affecting children in foster care. In addition, Dr. Miller co- William Maxon-Kann, MEd, is a doctoral student organized the Taskforce for Cultural Responsive- in the Counseling and Human Development De- ness and Accountability at Children’s Hospital and partment at Kent State University. His program of Research Center Oakland, whose charge is to be study is in counselor education and supervision. aware of the impact of oppression, marginalization, He currently is affiliated with a private practice and racism as it operates in their institution and the after several years in community mental health community at-large. working with adults with a dual diagnosis of a mental health disorder and a substance use disor- Annalise Millet is a doctoral student at Saint Louis der. His scholarly interests include multicultural University. She cotaught the course Founda- counseling, spirituality in counseling, and coun- tions of Multicultural Counseling. She has been seling transgender individuals and their families. employed as graduate assistant for the past two years. This employment combines with her work Paula S. McMillen, PhD, has both a PhD in clini- at the Children’s Advocacy Services of Greater cal psychology and a master’s degree in library Saint Louis with children who have experienced science, a perfect combination to support her acute and complex trauma. In addition, Millet collaborative work in and passion for biblio- sees clients at the Center for Counseling and therapy. She has 10 years experience as an edu- Family Therapy, which serves diverse popula- cation librarian at Oregon State University and tions in the Greater Saint Louis area. the University of Nevada, Las Vegas (UNLV). She has completed graduate-level coursework Casey A. Barrio Minton, PhD, NCC, is an as- in children’s and young adult literature and has sistant professor of counseling in the counsel- taught a course titled Multicultural Children’s ing program at the University of North Texas, Literature—a particular interest of hers—in a Denton. She teaches courses in multicultural master’s-level teacher education program. She counseling, assessment and diagnosis, commu- is currently associate professor and education nity counseling, and crisis counseling. Dr. Barrio librarian at UNLV and a reviewer for the Chil- Minton’s research interests include counselor dren’s Literature Comprehensive Database. preparation and crisis intervention.

Kristin Meany-Walen, MA, LPC-I, NCC, is a doc- Brian J. Mistler, PhD, received his MA in in- toral student and assistant director of the Center ternational conflict resolution from the Uni- for Play Therapy in the counseling program at the versity of Bradford in the U.K. and his PhD in University of North Texas, Denton. Her teaching counseling psychology from the University of interests include play therapy, filial therapy, and Florida. Brian has received several grants and counseling culturally diverse clients. Meany- awards for cross-cultural trainings around the Walen’s clinical interests include children, families, world, and in 2002 he was named an Ambas- and schools. Her research interests include play sadorial Scholar by Rotary International. Dr. therapy, filial therapy, and counselor development. Mistler is currently on the staff of the Center for Counseling and Student Wellness at Ho- Jill Miller, PsyD, is a psychological assistant and bart and William Smith Colleges in Geneva, program director of PASSAGE program in the NY. Current research interests include humor Center for the Vulnerable Child at Children’s styles, tolerance for ambiguity, and methods of Hospital and Research Center Oakland. She is overcoming polarization.

xxii About the Authors Robin Moore-Chambers is a graduate from and individuals, couples, and families while working an adjunct faculty at the University of Mis- for employee assistance programs, maintaining a souri—St. Louis in the Division of Counseling private practice, and consulting for companies. and Family Therapy where she teaches Founda- Her areas of interest include addictive disorders, tions of Multicultural Counseling. She is an ex- eating disorders, working with women, chronic perienced workshop facilitator and has presented illness and disability, advocacy within the locally and nationally in areas of multicultural counselor education field, working with diverse training. Although most of Moore-Chamber’s populations, and career development. background is in counseling, social work, and Martha S. Norton, MS, LMHC, earned her mas- education, she is also an accomplished artist ter’s degree in counseling from the University of and musician and uses her creativity in work- Vermont. She is a licensed senior staff counselor shops and classroom instruction. Her passion at the Student Counseling Services at Iowa State is social justice and intentional multicultural University. Her clinical interests are individu- competence training. She believes that despite als with trauma, substance abuse assessment, one’s socialization and orientation in a sexist, eating disorders, family of origin, and cross- racist, classist, and heterosexist society, there cultural issues. Her work has spanned a range are yet opportunities for change. She encourages of administrative focuses within the counseling others to welcome the journey of multicultural center, including coordinating peer educations development, self-searching, and awareness groups in topics such as diversity, career, and while on the path of healing and renewal as they substance abuse prevention; and coordinating learn to turn all kinds of stumbling blocks into outreach, group services, and the substance stepping stones. abuse intervention and process addictions as- Kelly Most, MEd, is a licensed school counselor sessment services. and is currently working on her PhD in coun- Anne M. Ober, PhD, LPC, is an assistant profes- selor education and supervision from Kent sor at Walsh University. She teaches the follow- State University. She has had the opportunity ing courses: Social and Cultural Diversity, Intro- to lead diversity trainings in both school and duction to Counseling, Research Methods and clinical settings. Her research interests in coun- Program Evaluation, Lifespan Development, seling include multiculturalism, supervision, Advanced Abnormal Behavior, and Wellness. teaching, and technology. She is a part-time Her research interests include grief counseling counseling instructor both in the traditional and training, spirituality, multicultural coun- classroom and online. seling, and working with older adults. She has Janice Munro, EdD, LPC, NCC, NCCH, is the worked in college counseling and community assistant dean of education in the Division of mental health settings, working with individuals Professional and School Counseling at Linden- and couples as well as facilitating groups for wood University in St. Charles, Missouri. older adults and people living with grief.

Nancy Nishimura, EdD, NCC, teaches in a Derrick A. Paladino, PhD, LPC, NCC, is an graduate counselor education program at the assistant professor in the graduate studies University of Memphis. Courses she teaches in counseling program at Rollins College in include Multicultural Counseling, Foundations Winter Park, Florida. Dr. Paladino is a licensed of Counseling, Clinical Techniques, Spiritual Is- professional counselor and national certified sues in Counseling, and Practicum Supervision. counselor. His clinical interests lie in crisis/ Her research interests include multiculturalism, suicide assessment and intervention, college multiracial persons, and spirituality. counseling, group counseling, and clinical supervision. Dr. Paladino’s research interests Brigid M. Noonan, PhD, LMHC, NCC, ACS, is fall in the areas of multiple heritage identity associate professor and chair in the Department and acculturation, college student adjustment, of Counselor Education at Stetson University. counselor education and supervision, and crisis She has over 18 years experience working with assessment and intervention.

About the Authors xxiii Allison C. Paolini, MS, NCC, CFM, CPC, is a She teaches in the marital, couple, and family third-year doctoral candidate at the University emphasis and has interests in couples conflict of South Florida. She is obtaining her PhD in reconciliation, new parent adjustment, and curriculum and instruction, with a concentra- the use of narrative approaches in addressing tion in counselor education, and her cognate privilege and culture. She is originally from St. is in marriage and family therapy. Paolini is a Louis, Missouri. member of Chi Sigma Iota, American Associa- tion for Marriage and Family Therapy, ACA, Dale-Elizabeth Pehrsson, EdD, associate and American School Counselor Association. professor/chair of counselor education, Uni- She worked as an elementary school guidance versity of Nevada—Las Vegas, is a counselor counselor for two years and received the Rus- educator. Her expertise includes play, art, sell C. Hill’s Character Education Guidance biblio, and story therapy. She has counseled Counselor of the Year Award in 2007. She is a children in schools, agencies, and private national certified counselor, a certified family practice. She teaches master’s/doctoral-level mediator, a parent coordinator, and a registered classes in social caring, multicultural compe- mental health counseling intern. Upon gradu- tence, and diversity awareness. She advocates ation, Paolini plans to become a professor and for competent graduate students preparation, complete her clinical hours to become a licensed especially in their work with clients experienc- mental health counselor specializing in couples ing international and immigration concerns. and family therapy Her credentials include licensed professional counselor/supervisor, registered professional Tina R. Paone, PhD, NCC, NCSC, RPT-S, is an nurse, national certified counselor, approved assistant professor and field placement coordina- clinical supervisor, distance credentialed coun- tor for the school counseling program at Mon- selor, and registered play therapist–supervisor. mouth University. Dr. Paone is a registered play She is cofounder and clinical director of the therapist supervisor (RPT-S) and has experience Bibliotherapy Education Project. working with a diverse range of clients. Among Jacqueline Peila-Shuster, MEd, is an adjunct her varying presentations, she has specifically instructor in the Human Development and focused on topics of group activity therapy, play Family Studies Department and in the School therapy, and multicultural/diversity counseling. of Education at Colorado State University. She Carol A. Parker, EdD, LPC, NCC, CSC, is is also working on her PhD in education and an associate professor in the Department of human resource studies, with emphases on Educational Leadership and Counseling at Sam counselor education and adult development. She Houston State University. Dr. Parker’s research completed her master’s degree in counseling and interests are leadership, issues of diversity and career development at Colorado State in 2004 cultural competence, college admissions coun- and was as an occupational therapist prior to seling, and service learning. that. Her areas of concentration include career counseling, adult development and aging, retire- Agatha Parks-Savage, EdD, LPC, ACS, is an ment, and strengths-based approaches to career associate professor of counselor education and and life planning. supervision at Regent University in Virginia Beach, Virginia. She has taught multiculturalism Adelaida (Ade) Santana Pellicier, PhD, is tenured for eight years and has extensive clinical coun- faculty and associate professor of educational seling experiences with culturally and clinically psychology at Northern Arizona University. Dr. diverse populations. Her other interests include Pellicier has held multiple professional posi- clinical counseling supervision, human sexual- tions, including director of the Upward Bound ity, and research methods. Program at Kent State (13 years), elementary school teacher (4 years), and volunteer counselor Shawn Patrick, EdD, NCC, LPC, is an assistant (20+ years). Dr. Pellicier is a certified profes- professor in the Professional Counseling Pro- sional counselor, a volunteer school counselor at gram at Texas State University—San Marcos. a local middle school, and a counselor educator.

xxiv About the Authors Rosemary E. Phelps, PhD, is professor of coun- Jordan S. Potash, MA, ATR-BC, LCAT, is an art seling psychology and department head in the therapist in Hong Kong and is pursuing a PhD Department of Counseling and Human Devel- in social work and social administration through opment Services at the University of Georgia in the University of Hong Kong. His work has been Athens, Georgia. Dr. Phelps has built her career focused on community development, adolescent in higher education as a researcher, teacher, and concerns, cross-cultural relationships, and social supervisor. Her research focuses on diversity change. He is a past chair of the Multicultural issues, mentoring, ethnic and racial diversity, Committee of the American Art Therapy Associa- and professional issues for students and faculty tion and a lecturer at both the George Washington of color. She is the founder and director of the University and the University of Hong Kong. University of Georgia’s Preparing Future Faculty in Psychology program. She has taught diversity Bianca M. Puglia, PhD, LPC, is an assistant courses throughout her career. professor of counseling at Eastern Kentucky University. She is a national certified counselor Yegan Pillay, PhD, PCC-S, is a counselor educa- and is licensed as a professional counselor in tor at Ohio University. He was previously the Louisiana. Her research interests include profes- principal psychologist and the head of academic sional identity for counselors, disability identity development in the Faculty of Military Science development, and counselor preparation. at the University of Stellenbosch in South Africa. His research and publication interests include Michael S. Rankins, PhD, is an assistant professor diversity and social justice issues, identity de- of professional school counseling at Linden- velopment of racial and ethnic minorities, indig- wood University in St. Charles, Missouri. enous African psychotherapeutic interventions, and the use of narratives and stories as a thera- Brooke Rawson is an advanced student at the peutic intervention strategy. He is registered University of Central Florida. Her research in- with the Health Professionals Council of South terests included cross-cultural communication Africa as a psychologist and is a professional and the application of Gestalt techniques as part clinical counselor with supervisor designation of the development of cultural competence. She in the state of Ohio. is working toward her bachelor’s and soon her master’s degree. She works as a guardian ad Tarrell Awe Agahe Portman, PhD, LMHC, NCC, litem, helping abused and neglected children, is an assistant professor in the Division of Coun- and also works as a substitute teacher. seling, Rehabilitation and Student Development in the College of Education at the University of Mark C. Rehfuss, PhD, LPC, ACS, is an associate Iowa. She received her PhD from the Univer- professor of counselor education and supervi- sity of Arkansas, Fayetteville, in May 1999. Dr. sion at Regent University in Virginia Beach, Portman has 15 years experience in K–12 public Virginia. He has taught multiculturalism for four schools as a teacher and school counselor. She years and works clinically with diverse popula- is a licensed mental health counselor. In April tions of adults. He appreciates the intersection 2004, she was the first recipient of the ACA’s of spirituality and culture that can often happen Mary Smith Arnold Anti-Oppression Award for within counseling sessions. His other interests her work with social justice issues with elemen- include career counseling, human sexuality, and tary children. supervision.

Torey L. Portrie-Bethke, PhD, NCC, is an assis- Kate Davis Rogers, MA, LPAT, LPCC, is an art tant professor in the counseling program at the therapist (LPAT, ATR-BC) and counselor (LPCC) University of North Texas. She teaches courses who has worked with people for over 25 years. in parent and family counseling, group work, She found teaching multiculturalism at the gradu- advanced skills, child and adolescent appraisal, ate level one of the most delightful experiences of and assessment and wellness. Her research her life. She has worked with people of all ages interests include supervision and experiential in a variety of settings and with a variety of is- counseling techniques. sues. Having worked with people from Australia

About the Authors xxv (Aborigines) to rural New Mexico (Native Ameri- Ellen L. Short, PhD, is currently an assistant pro- cans) to Minneapolis to Africa, she has found fessor at Long Island University in the Depart- people to be endlessly fascinating and creative in ment of Human Development and Leadership, their search for more joy and love in their lives. Counseling Programs, School of Education. She received her MA in counseling psychology Carmen F. Salazar, PhD, NCC, is a counselor from Northwestern University and her PhD in educator who regularly teaches master’s- and counseling psychology from New York Uni- doctoral-level classes in multicultural counsel- versity. Her areas of specialization in teaching, ing, and she is committed to infusing multi- scholarly research, and publishing are group culturalism and diversity in the other courses dynamics focusing on race, ethnicity, gender, she teaches. She is editor of a book describing and culture; HIV, substance use/abuse, and high- how diversity can be infused into group leader- risk behaviors among heterosexual populations ship, Group Work Experts Share Their Favorite (dissertation); and multicultural assessment of Multicultural Activities: A Guide to Diversity- intelligence tests. She is the coauthor of Racial Competent Choosing, Planning, Conducting, and Cultural Dynamics in Group and Organi- and Processing, published by the Association zational Life. for Specialists in Group Work. She serves on the editorial boards of the Journal for Social Action April Sikes, PhD, LPC, NCC, is an assistant in Counseling and Psychology and the Journal professor in counselor education and is pro- for Specialists in Group Work. gram director of school counseling at Southern Arkansas University. Her research interests in- Varunee Faii Sangganjanavanich, PhD, NCC, clude school counseling, substance abuse, child ACS, is an assistant professor in the Department abuse and neglect, and ethical and legal issues in of Counseling and Educational Psychology at counseling. She has presented and copresented Texas A&M University—Corpus Christi. She at national, regional, and state conferences on previously served as a counselor for the Gender a variety of subjects, including play therapy in Reassignment Institute in Bangkok, Thailand. elementary and middle school settings, child She has extensive clinical and scholarly experi- abuse and neglect, ethical and legal issues in ence with transgender individuals, especially school counseling, and adolescent dating vio- with ones who have undergone or plan to un- lence. She is an active member of several pro- dergo gender reassignment surgery. Her work in fessional organizations, including the American this area has also included providing sexuality School Counselor Association and the ACA. She counseling for the partners and family members is also an editorial review board member for the of transgender individuals. Journal of School Counseling and the Journal Angela Schubert, MEd, LPC, is a doctoral can- of Humanistic Counseling. didate and mentor program coordinator at the University of Missouri—Saint Louis. Schubert’s Hemla D. Singaravelu, PhD, is a licensed pro- research interests are in elderly sexual develop- fessional counselor and associate professor ment, sexual freedom and expression in nursing in the Department of Counseling and Family homes, and sexuality issues among individuals Therapy at Saint Louis University (SLU). She with eating disorders. She is also the Missouri was the co-chair and director of the master’s state chair for the American Association of Sex- program. Prior to teaching at SLU, she served uality Educators, Counselors, and Therapists. as an assistant professor at Southwest Missouri State University and coordinator of Career and Erin M. Schwartz, MEd, is a doctoral student Mentor Programs at Fitchburg State College in in the counseling psychology program of the Massachusetts. She received her doctorate in University of Georgia. She received a bachelor educational psychology‑counselor education of arts degree in psychology from Wake Forest from Southern Illinois University at Carbon- University and a master of education degree in dale, specializing in career development and community counseling from the University of multicultural/diversity counseling. She has Georgia. been an editorial board member for the Journal

xxvi About the Authors of Counseling & Development and The Career research interests include multicultural counsel- Development Quarterly. Her research interests ing and psychotherapy, existential counseling and publications are in multicultural counseling and psychotherapy, and therapist development. issues, career development of diverse popula- tions, and international students. She recently Rose M. Stark-Rose, PhD, earned her doctorate published the book A Handbook for Counseling in counseling psychology from the University International Students in the United States. She of Wisconsin—Milwaukee. She is a licensed was born and raised in Malaysia. psychologist and faculty member in Counseling and Psychological Services at St. Cloud State Anneliese A. Singh, PhD, LPC, NCC, is on the University. Her clinical interests are working with editorial board of the Journal for Specialists in individuals with eating disorders, career counsel- Group Work and has published on feminist group ing, and counseling domestic and international work interventions with survivors of trauma. students of color. Her current research includes She has extensively presented and published examining the impact of discrimination simula- on issues affecting LGBTQ youths in schools, tion exercises on reducing prejudice attitudes LGB people of color, transgender concerns in among college students, content analysis of group counseling, and social justice issues in counselor counseling articles with U.S. racial minorities, training. She has designed, implemented, and and the relationship between attitudes toward evaluated groups for women, Asian American/ group counseling, cultural identity, and help- Pacific Islanders, people of color, and LGBTQ seeking behaviors with American Indian students. people in high school and college settings. Dr. Singh has also run theoretically based violence Mei Tang, PhD, is an associate professor of counsel- prevention groups in middle schools ing in the Human Services Division and is direc- tor of the counseling program at the University Allison L. Smith, PhD, NCC, ACS, is an as- of Cincinnati. She graduated from University sistant professor at Antioch University New of Wisconsin—Milwaukee in 1996. Dr. Tang’s England. She teaches in the Clinical Mental research areas include career development and as- Health Program within the Applied Psychology sessment, acculturation/cultural identity of ethnic Department. minorities, counseling school-age population, and cross-cultural issues in counseling. Sherri Snyder-Roche, MA, LMHC, ATR, has been a practicing psychotherapist for 24 years. Chippewa M. Thomas, PhD, LPC, NCC, is an She established a private practice in 2000 in assistant professor in the Department of Special integrated psychotherapy. She feels honored to Education, Rehabilitation, Counseling/School have worked with a wide variety of populations, Psychology at Auburn University who, as a coun- and from each she has learned tremendously and selor educator, prepares master’s-level counseling has developed immense respect for individu- students to work in the mental health work force. als’ challenges and courage. She has worked She holds a master of education in community with deaf, deaf and blind, developmentally mental health counseling and a bachelor’s degree challenged, and physically challenged people; in psychology. She was born in Tanzania, East trauma survivors; victims of domestic violence; Africa, reared in Los Angeles, California, and wheel-chair bound people; cancer survivors; now resides in Opelika, Alabama. children, teenagers, and adults; individuals with addictions; individuals who suffer from eating Rebecca Toporek, PhD, is the coordinator of disorders; Spanish speaking people; Vietnamese Career Counseling Specialization and associate people; and gays and lesbians. She is immensely professor in the Department of Counseling at grateful to all the individuals who have shared San Francisco State University. She has pub- their stories and opened their hearts. lished numerous articles on career counseling and on multicultural and social justice com- Michael Starkey, MA, is a PhD candidate in the petence, and she has co-edited two books on counseling and student personnel psychology multicultural counseling and social justice. She program at the University of Minnesota. His has received awards from the National Career

About the Authors xxvii Development Association, the Association of Anne M. Warren, MEd, ATRL-BL, is an art Multicultural Counseling and Development, psychotherapist working with Native American Counselors for Social Justice, and the Section children, adolescents, and adults in a Northern for Vocational Psychology of the Society for Wisconsin Native American community clinic. Counseling Psychology. Anne holds master’s degrees in art therapy and education. She is a licensed, board-certified art Gina C. Torino, PhD, is a postdoctoral fellow at psychotherapist and professional counselor and the Sarah Lawrence College Counseling Center is a certified Waldorf teacher. and an adjunct instructor at Manhattan College. Her research interests include racial‑cultural Anna M. Williams-Viviani, BA, NCC, LCPC, competence development, women and leader- ACS, is a doctoral student in counselor education ship, facilitating difficult dialogues on race in and supervision at the University of Iowa with 10 classroom settings, and gender microaggressions years clinical experience as a master’s-level com- munity counselor. She taught an undergraduate Ling-Hsuan Tung, MA, is a psychology intern at the course at Bradley University in Peoria, Illinois, Center for Multicultural Training in Psychology and has presented at state, regional, and national at Boston University School of Medicine/Boston conferences. Most recently she copresented at the Medical Center and a doctoral candidate in coun- North Central American Counselor Education seling psychology at the University of Minnesota. and Supervision conference in Indianapolis on Her outpatient placement is at South Cove (Asian) “Counselors-in-Training Perspective of Super- Community Health Center, where she provides vision in Sexual Abuse Populations.” She has bilingual (Mandarin/English) counseling to people published in the Journal of School Counseling of all ages. Her inpatient placement is at Lemuel on self-mutilation. Research interests include Shattuck Hospital, where she delivers services in violence against women, trauma-related grief, psychotherapy, psychological testing, and forensic practice issues, and counselor preparation. psychology to adults with severe and persistent mental illness. Her research interests include Carlotta J. Willis, EdD, NCC, ACS, professor and multicultural issues, cross-cultural counseling, program director for the clinical mental health international psychology, immigration/accultura- counseling program at Antioch University New tion, forgiveness, and positive psychology. England, received a doctorate in counseling psy- chology from the University of Massachusetts in Mary E. Walker, PhD, is a retired public school Amherst, a master’s degree in movement psycho- art teacher. She has an MS in counseling from therapy from Lesley College, and a bachelor’s Houston Graduate School of Theology and a PhD degree in theatre from Northwestern University. A from Texas A&M—Corpus Christi. She currently licensed psychologist, certified Laban Movement provides counseling through a local church. analyst, certified psychomotor therapist (Espenak), nationally certified counselor, and approved clini- Cheryl B. Warner, PhD, is an assistant professor cal supervisor, she has also been the alumni career in leadership, counselor education, human and consultant for Antioch University New England. organizational development at Clemson Uni- She is interested in multicultural counseling, Span- versity, Clemson, South Carolina. Dr. Warner ish language, and creative approaches to career teaches the following courses: Multicultural development and counselor education. Counseling, Beginning Counseling Skills, Advanced Counseling Skills and Techniques, Rebecca A. Willow, EdD, NCC, LPC, holds a doctoral Psychodiagnostics, and Group Counseling. degree in counselor education and supervision from Her research interests are in the areas of Duquesne University in Pittsburgh, Pennsylvania. multicultural counseling competency, cultural She is a nationally certified counselor, a licensed identity development in African American professional counselor, and a certified secondary youths, and multicultural clinical supervision guidance counselor in the state of Pennsylvania. and professional development. Dr. Warner She is an associate professor in Gannon University’s has presented on these topics at national and community counseling program, where she teaches regional conferences. the Multicultural Issues in Counseling course. Her

xxviii About the Authors primary area of scholarship is multicultural coun- Adam Zagelbaum, PhD, NCC, is an assistant seling and education, particularly race relations. professor at Sonoma State University within the Other areas of interest are spirituality, existentialism, Department of Counseling’s School Counseling/ bereavement, counselor education, and supervi- Pupil Personnel Services track. He obtained his sion. Her greatest passion is raising her 9-year-old doctorate from Ball State University’s counseling daughter, Alayna Michelle. psychology program, along with certification as a school counselor. He has experience as both a Ariel Winston, MS, is from Richmond, Virginia. school and community counselor within several She has a bachelor’s degree in psychology from different settings, including the school system of the University of Virginia, a master of science Trinidad and Tobago, the correctional facilities degree in school guidance and counseling from and alternative schools of Wisconsin, children’s Longwood University, and is a doctoral student centers within the southern Mississippi region, in the counselor education and practice program and various university counseling centers. at Georgia State University. Suzanne Zilber, PhD, is a counseling psychologist Kayoko Yokoyama, PhD, is an associate professor who earned her doctorate at Ohio State Univer- in the clinical psychology program at JFK Univer- sity. She has been a licensed psychologist for 17 sity in Pleasant Hill, California. She teaches the years. Dr. Zilber is owner of Catalyst Counseling first-year Integrated Professional Seminar, which in Ames, Iowa, and specializes in the treatment includes three components: multicultural aware- of eating disorders; sexual trauma in childhood; ness, ethnographic practicum, and group process, gay, lesbian, and bisexual and multicultural as well as courses on Asian American psychology issues; career exploration; and accidents and and psychology of women. She has worked at uni- disasters. In addition, she has provided organi- versity counseling centers in New York, Arizona, zational consultation and trainings to nonprofit and California and has specialized training in eat- organizations. ing disorders and body image. Her areas of interest include feminist therapy, multicultural training, body image, and Asian American issues. She has a private practice in Albany, California.

About the Authors xxix