Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy

Counselor education (CE) programs are expected to provide counselors-in-training (CITs) with a diversity-infused curriculum. Throughout the CE literature, there are many available methods to accomplish this goal, yet trainees have reported a lack of self-efficacy in essential multicultural competencies before entering clinical work. Graduates of CE programs have also noted feeling unprepared when working with culturally diverse clients. The integration of culturally responsive models in CE programs is limited, and methods to decolonize current educational practices remain sparse. To address these gaps, we propose a culturally responsive and decolonizing framework grounded in the extant research that integrates relational-cultural theory (RCT) and Adlerian theory principles. The Relational-Cultural and Adlerian Multicultural Framework (RAMF) is intended to be a new pedagogical approach to enhance multicultural education across CE programs. By integrating RCT and Adlerian theory frameworks, the RAMF may offer a more comprehensive lens to view multicultural and social justice issues.

How Online Teams with Diverse Backgrounds Worked to Excel: Findings from an International eTournament

A tide of changes with technological advances at its center has allowed more efficient and productive synchronous and asynchronous collaborations among dispersed individuals across the globe in recent years. Working effectively in virtual teams of individuals with diverse backgrounds is thus critical for students to succeed in the 21st century. However, relevant training for international collaboration is lacking in the higher education system. The research team examined data from a project aimed to heighten students’ multidisciplinary and multicultural competencies via a team-based, international eTournament organized in 2019 and enhanced and repeated in early 2020 featuring the 17 Sustainable Development Goals (SDGs) of the United Nations. Students were teamed up according to a mechanism, to ensure diversity in each virtual team and mimic the real practice in many workplaces. A two-stage “strategize-play” approach was deployed with activities carried out entirely online. Team members first got to know each other, built up their teams and formulated their strategies for the next stage. In the second stage, the virtual teams competed with one other on a gamified learning platform called PaGamO by answering questions related to the SDGs. About 240 students (2019) and 420 students (2020) participated. Various sets of quantitative and qualitative data were collected, including student chat histories, focus group interviews, data analytics from PaGamO recording how the students progressed in the game, as well as the pre- and post-game surveys. This article focuses on the chat histories of students from the top-5 and bottom-5 teams of the 2019 and 2020 eTournaments. The results provide evidence that the high performing teams took a different gaming approach from the low performing teams in such areas as team building and game strategy deployment.

Interelasi Kompetensi Profesional, Multikultural, dan Efikasi Diri Konselor Sekolah

Self-efficacy is based on competencies, this expression basically exists because of many people experience. The truth of that expression should confirm scientifically, for sure. This study aims to confirm the relationship between professional competence and multicultural competencies with the self-efficacy of school counselor in Banjarmasin City. The researcher collected data from 162 school counselor in Banjarmasin city, both those working at the junior high school level and high school / vocational school using the professional competency scale (α = 0.805), multicultural scale (α = 0.889), and school counselor self-efficacy scale (α = 0.899). The results of the study suggest that there is no positive and significant correlation between professional competence and multicultural competence together with the self-efficacy of school counselor (r = 0.006; p <0.05). However, it was found that there was a positive and significant correlation between professional competencies and multicultural school counselor (r = 0.516; p <0.01). Further research needs to check again the relationship between professional and multicultural competencies with school counselor self-efficacy using a wider range and sample size.

Profile of Student Career Commitments Based On Batak Subculture

The article aims to describe the results of the analysis of career commitment based on five Batak subcultures namely; Karo Batak, Mandailing Batak, Toba Batak, Pakpak Batak, and Simalungun Batak at the Faculty of Education, Muhammadiyah University of North Sumatra enrolled in the 2019/2020 school year. Description of this career commitment using the instrument used is a measurement tool and predictions of Gary J. Blau's career commitment. This article is expected to contribute to the development of knowledge in multicultural fields, especially cross-cultural fields in guidance and counseling services. The results of this study can be used for the purposes of developing the science of guidance and counseling in the study of multicultural competencies both conceptually and practically.

Comprehensive Guidance and Counseling Programs in Developing Student Talent

This article provides an overview of multicultural competencies from a global perspective, specifically as it relates to counseling students in Indonesia. An overview will be given of the cultural interactions observed by counselor educators who were visiting professors at a university in Indonesia. While racial and ethnic diversity in countries such as Indonesia remain homogenous, cultural differences were noted with respect to the intersectionality of gender and disability. The intersection of culture, gender, and disability present unique challenges for counselors trying to assist their clients. Thus, it is imperative that counseling students become culturally competent so they can assist their clients who come from varying backgrounds. Implications are given to counseling programs to increase their students’ multicultural competencies when working with global populations.