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A Critical Theory Evaluation: Examin...

Clark, Ashley.

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A Critical Theory Evaluation: Examining Online Multicultural Coursework and Ethical Practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Critical Theory Evaluation: Examining Online Multicultural Coursework and Ethical Practice./
Author:	Clark, Ashley.
Description:	270 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
Contained By:	Dissertation Abstracts International75-09A(E).
Subject:	Continuing education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3620803
ISBN:	9781303914638

A Critical Theory Evaluation: Examining Online Multicultural Coursework and Ethical Practice.
Clark, Ashley.

A Critical Theory Evaluation: Examining Online Multicultural Coursework and Ethical Practice. - 270 p.

Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.

Thesis (Ph.D.)--Walden University, 2014.

This item must not be sold to any third party vendors.

Multicultural competency has gained increasing importance in professional counseling and counseling training over the past several years. Expectations set forth by the American Counseling Association and Council for the Accreditation of Counseling and Related Education Programs (CACREP) have followed decades of multicultural research. Within this research, a rift in theoretical ideals between reductionist and antireductionist approaches to the multiculturalism phenomenon has been largely overlooked, with reductionist approaches being more predominant. Utilizing a critical theory framework and Straussian grounded theory design, the purpose of this qualitative study was to evaluate online master's degree students' perceptions of the ways in which multicultural issues were taught within the multicultural classroom and how this information translated into clinical practice. To that end, 12 internship students enrolled in a CACREP accredited Master's in MHC program participated in initial online interviews and completed demographic questionnaires. Employing Straussian coding techniques, including follow-up phone interviews, themes were uncovered that revealed deficiencies in the ability of current multicultural training approaches in teaching students to provide effective and ethical therapeutic services to diverse populations. Implications of these results are discussed not only for the future of multicultural research but also multicultural counseling and training practice. Finally, an alternate theory to addressing multicultural ideals is presented.

ISBN: 9781303914638Subjects--Topical Terms:

527504
Continuing education.

A Critical Theory Evaluation: Examining Online Multicultural Coursework and Ethical Practice.
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245 1 2 $a A Critical Theory Evaluation: Examining Online Multicultural Coursework and Ethical Practice.
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500 $a Source: Dissertation Abstracts International, Volume: 75-09(E), Section: A.
500 $a Adviser: Brande Flamez.
502 $a Thesis (Ph.D.)--Walden University, 2014.
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520 $a Multicultural competency has gained increasing importance in professional counseling and counseling training over the past several years. Expectations set forth by the American Counseling Association and Council for the Accreditation of Counseling and Related Education Programs (CACREP) have followed decades of multicultural research. Within this research, a rift in theoretical ideals between reductionist and antireductionist approaches to the multiculturalism phenomenon has been largely overlooked, with reductionist approaches being more predominant. Utilizing a critical theory framework and Straussian grounded theory design, the purpose of this qualitative study was to evaluate online master's degree students' perceptions of the ways in which multicultural issues were taught within the multicultural classroom and how this information translated into clinical practice. To that end, 12 internship students enrolled in a CACREP accredited Master's in MHC program participated in initial online interviews and completed demographic questionnaires. Employing Straussian coding techniques, including follow-up phone interviews, themes were uncovered that revealed deficiencies in the ability of current multicultural training approaches in teaching students to provide effective and ethical therapeutic services to diverse populations. Implications of these results are discussed not only for the future of multicultural research but also multicultural counseling and training practice. Finally, an alternate theory to addressing multicultural ideals is presented.
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