SoPSS: Culture, Diversity and Social Justice in a Global Context

This dissertation proposal explores the question: What efforts at multicultural competence do Marriage and Family Therapist Interns of diverse ethnic backgrounds apply to their clinical work with multi-cultural clients? Author: H. Luis Vargas, Loma Linda University.

The present study examines the practice of affiliating social justice with multiculturalism, in light of earlier historical debate that established social justice as a foundational value in a variety of disciplines external to psychology. Author: Christopher J. McNally, The University of Akron.

For this study, the researcher examined three different models of delivering a multicultural counseling class (i.e., didactic, experiential, and community service learning focused) to determine the impact on the ratings of counselors-in-training on perceived multicultural awareness, knowledge, skills, and counseling relationship; social justice advocacy readiness; and levels of perceived privilege. Author: Thomas Steven Killian, University of Northern Colorado.

The purpose of the study was to examine school counselors' beliefs about justice in the world, multicultural counseling knowledge, and multicultural counseling awareness in relation to their attitudes about social justice advocacy. Author: Shenika Juanita Jones, The University of North Carolina at Charlotte.

A qualitative multiple case-study approach was used to explore how counselors demonstrate Multicultural and Social Justice Counseling Competencies (MSJCC) when working with LGBTQ youth in juvenile residential facilities. Author: Shaquwandrea A. Simmons-Lawless, Barry University.

The primary purpose of this study was to assess the current status of multicultural training in marriage and family therapy programs in the United States. Author: Vivian Marie Sierra, Saint Louis University.

he purpose of the current study is to examine what factors contribute to how marriage and family therapy (MFT) programs address multicultural competency training and to understand the support mechanisms of the training process. Author: Rebecca E.Culver, Kansas State University.