Training Methods and ProcessA varie

Training Methods and Process
A variety of instructional strategies has been used in multicultural training (Pedersen, 1977; Preli & Bernard, 1993; Ridley et al., 1994), including experiential self-awareness exercises (see Chapter 3 for several examples) and games as well as didactic methods, videotape viewing, readings, written assignments, modeling/observational learning, technology- Assisted training (e.g., videotaping and reviewing counseling sessions), and supervised practica and internships. The multicultural training technique that has perhaps received the most attention is the triad role play model developed by Pedersen (1977, 1978, 1994). In this role play exercise, participants take the roles of counselor, client, and problem/anti-counselor and simulate a counseling session that may help in articulating cultural problems, anticipating resistance, diminishing counselor defensiveness, and teaching recovery skills. A modification of this exercise which substitutes a pro-counselor for the anti-counselor role gives the counselor a supportive ally and may be more helpful with beginning counselors (Neimeyer, Fukuyama, Bingham, Hall, & Mussenden, 1986) and to develop knowledge and skills (Sue, 1979, cited in McRae & Johnson, 1991). The original anti-counselor version seems more effective for developing sensitivity and awareness (Sue, 1979, cited in McRae & Johnson, 1991). Another training technique is a multicultural genogram including at least three generations of family history, cultural labels, and experiences, and perceptions of diversity (Vasquez & Garcia-Vasquez, 2003).

Multicultural counselor training is a complex process that combines personal growth with content learning and skill development. According to Das (1995, p. 47), “The cognitive distance between the mental health service providers and the lower class and minority consumers can be bridged through didactic instruction, but the social and emotional distance can be reduced only through an intensive program of reeducation of the counselors, one aimed at changing their attitudes.” Effective multicultural trainers need to do more than convey information, they need to balance cognitive and emotional learning strategies and create a safe environment that nurtures personal risk-taking (Ponterotto, 1998). Effective multicultural training requires the trainer to possess many of the qualities of a good counselor as well as a good teacher. Trainer ability to self-disclose her or his own developmental experiences with multicultural awareness has been stressed as an important characteristic of effective training (Ponterotto, 1998; Rooney et al., 1998). In addition, trainers must be cognizant of the individual cultural developmental backgrounds
of their students, as each student’s level of cultural identity development

Hasil (Bahasa Indonesia) 1:

Metode pelatihan dan prosesA variety of instructional strategies has been used in multicultural training (Pedersen, 1977; Preli & Bernard, 1993; Ridley et al., 1994), including experiential self-awareness exercises (see Chapter 3 for several examples) and games as well as didactic methods, videotape viewing, readings, written assignments, modeling/observational learning, technology- Assisted training (e.g., videotaping and reviewing counseling sessions), and supervised practica and internships. The multicultural training technique that has perhaps received the most attention is the triad role play model developed by Pedersen (1977, 1978, 1994). In this role play exercise, participants take the roles of counselor, client, and problem/anti-counselor and simulate a counseling session that may help in articulating cultural problems, anticipating resistance, diminishing counselor defensiveness, and teaching recovery skills. A modification of this exercise which substitutes a pro-counselor for the anti-counselor role gives the counselor a supportive ally and may be more helpful with beginning counselors (Neimeyer, Fukuyama, Bingham, Hall, & Mussenden, 1986) and to develop knowledge and skills (Sue, 1979, cited in McRae & Johnson, 1991). The original anti-counselor version seems more effective for developing sensitivity and awareness (Sue, 1979, cited in McRae & Johnson, 1991). Another training technique is a multicultural genogram including at least three generations of family history, cultural labels, and experiences, and perceptions of diversity (Vasquez & Garcia-Vasquez, 2003). Multicultural counselor training is a complex process that combines personal growth with content learning and skill development. According to Das (1995, p. 47), “The cognitive distance between the mental health service providers and the lower class and minority consumers can be bridged through didactic instruction, but the social and emotional distance can be reduced only through an intensive program of reeducation of the counselors, one aimed at changing their attitudes.” Effective multicultural trainers need to do more than convey information, they need to balance cognitive and emotional learning strategies and create a safe environment that nurtures personal risk-taking (Ponterotto, 1998). Effective multicultural training requires the trainer to possess many of the qualities of a good counselor as well as a good teacher. Trainer ability to self-disclose her or his own developmental experiences with multicultural awareness has been stressed as an important characteristic of effective training (Ponterotto, 1998; Rooney et al., 1998). In addition, trainers must be cognizant of the individual cultural developmental backgroundsof their students, as each student’s level of cultural identity development