A Causal-Comparative Study of the Effects of Participation in Supervision on School Counselors' Multicultural Competence

Autor/in	Hartley, Rachele
Titel	A Causal-Comparative Study of the Effects of Participation in Supervision on School Counselors' Multicultural Competence
Quelle	(2023), (230 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Capella University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-1340-5
Schlagwörter	Hochschulschrift; Dissertation; School Counselors; Cultural Awareness; Counselor Qualifications; Supervision; Student Diversity; Competence; Program Effectiveness; Incidence + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; School counselor; Beratungslehrer; Pädagogischer Berater; Cultural identity; Kulturelle Identität; Kompetenz; Vorkommen
Abstract	School counselors are change agents, leaders, supporters, and advocates who address the social-- emotional, academic, and career needs of their students. School counselors must be multiculturally competent to meet the needs of all their students. Developing multicultural competence is a complex and ongoing process that includes gaining awareness, knowledge, and skills needed to effectively work with culturally diverse people. Further research exploring the specific experiential methods that foster multicultural competence among school counselors is needed. This quantitative causal-comparative study thus explored whether participation in supervision impacts school counselors' multicultural competence. School counselors who participated in supervision (n = 37) and those who did not (n = 40) completed a nationwide online survey via SurveyMonkey. Participants were recruited through invitations posted on ASCA Scene and school counselor Facebook pages. The online survey consisted of an informed consent form, a demographic survey, and the Multicultural Counseling Inventory. Only those who completed all three parts were included in the analysis. Analysis of variance and multivariate analysis of variance were conducted to analyze the data and help answer the research questions. Mann-Whitney U and Kruskal-Wallis H tests were further employed to check the analyses. Through the analysis, no significant impact on multicultural competence was found related to participation in supervision or type of supervision. There was a significant impact of frequency of supervision on school counselors' multicultural competence. Specifically, post hoc testing revealed a significant difference in Multicultural Counseling Inventory scores between those in quarterly supervision and those in monthly supervision. Overall, analyses revealed that there were no statistically significant differences in self-reported Multicultural Counseling Inventory scores based on whether school counselors took part in supervision. Recommendations for further research include exploring other factors that could affect the multicultural competence of school counselors using multiple assessments to measure this important dependent variable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01