Multicultural Competence: Frontline Human Service Providers Perspective

This article review will examine the information published by Caldwell, Tarver, Iwamoto, Herzberg, Cerda-Lizarraga, and Mack in the journal entry of Definitions of Multicultural Competence: Frontline Human Service Providers’ Perspective (2008). This article is a qualitative study where the authors explored definitions of multicultural competence given by frontline human service providers. While analyzing the different topics that were discussed in this article, information will be provided on the various aspects: assessing multicultural competence, limitations, research method, results, and summary. Additionally, this article review will provide an in depth summary and my opinion of what I thought about this article.
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It is now a 3 x 3 interaction of skills, attitudes competences, and knowledge with counseling domains (Sue, Arredondo, and McDavis. pg. 89). MCC consist of six dimensions or competences: self-awareness, general multicultural knowledge, multicultural counseling self-efficacy, ability to understand unique client variables, effective counseling alliance, and multicultural counseling skills. Any counselor or someone who works in the human services field should be open-minded to a client’s worldview and attitudes. Also, they should be knowledgeable in different cultural
The primarily race was European American which made up 90% of the total population. Fall of 2001, data from 34 participants were collected and Fall of 2002, data from 65 participants were collected (Caldwell et al., 2008, p. 91). Majority of the participants were female except for 24 which were males. Also, 76% had earned a Bachelor’s Degree and 80% of participants worked in nonprofit organizations (Caldwell et al., 2008, p. 91).
Each participant has to complete a Multicultural Training and Experiences Questionnaire. This assessment was for the participants to self-report previous training experiences. They were asked to respond to four questions. The responses were coded on a 4-point scale (Caldwell et al., 2008, p. 92). Also, they were given an open-ended question, which they had to describe in detail what “Cultural competency for human service providers” meant.
The results of the study conclude: 57 % moderate training (3 or more classes), 29% little training, 9% extensive training, and 5% had no training (Caldwell et al., 2008, p.93) in response to services to ethnically/ racially diverse people. The results gave a more clear understanding of why human service providers need training in cultural