Doctor of Philosophy (PhD), Ohio University, 2017, Counselor Education (Education)

The number of Americans who belong to ethnic and racial minority groups in the United States has grown tremendously during the last decade. According to the U.S. Office of Personnel Management, in the year 2000 there were approximately 36.4 million African Americans, 35.3 million Hispanic Americans, and 11.9 million Asian and Pacific Islander Americans, making up approximately 31% of the total U.S. population (U.S. Office of Personnel Management, 2000). These statistics are expected to continue to rapidly increase and experts project that by the year 2050, Americans of ethnic racial minority groups will comprise approximately 54% of the U.S. population (U.S. Census Bureau, 2008). Research shows that there is a lack of multi-culturally competent mental health professionals currently practicing across the U.S. despite the need (Atkinson, Morten & Sue 1989). The shortage of adequate culturally-competent counselors and other mental health professionals has resulted in serious problems that could affect the overall economic and social well-being of the entire U.S population (Leong & Less 2006; West-Olatunji, Goodman, Mehta & Templeton 2011; Fouad & Arredondo 2007; Zhon, Siu & Xin 2009). For this reason, the mental health profession has called for a major education reform for counselors-in-training, and graduate counseling programs are now feeling the pressure to prepare their students to work in a culturally diverse world (Brown & Minor 1990; Goodman & West-Olatunji, 2009). While most graduate programs offer at least one multicultural counseling course (often in order to meet professional accreditation and ethical standards), there remains no research-supported consensus as to how best train counselors for work in multicultural practice (Buckley & Foldy, 2010; Ponterotta, 1996). Furthermore, graduate programs have been considered “marginal at best” for delivering what might be considered an effective training program (Ponterotto, Alexander & Greiger, 1995). The (open full item for complete abstract)

Committee: Mona Robinson PhD (Committee Chair); Adah Ward-Randolph PhD (Committee Member); Nikol Bowen PhD (Committee Member); Valerie Conley Phd (Committee Member) Subjects: Counseling Education; Multicultural Education

Psy. D., Antioch University, 2017, Antioch Santa Barbara: Clinical Psychology

Abstract This qualitative study utilized ethnographic techniques to explore the potential for change in mental health trainees resulting from the participation in an in vivo Immersive Cultural Plunge (ICP) within the African American Descendant of Chattel Slave community. The ICP combined Multicultural Immersions Experiences (MIE) of Cultural Immersion (CI) and Cultural Plunge (CP) to contribute to the developing body of research utilizing MIEs that incorporate contextual, experiential, and historical knowledge to teach the skill of cultural sensitivity. During the 12- hour ICP the participants experienced an orientation, a lecture, a tour/community interaction, a multimedia presentation within an African American community. In this study, the data collection included participants utilizing email on their personal computers to forward consent forms, five observational protocol forms, and a demographic questionnaire to the researcher. Data from the focus group session were transcribed and combined with emailed Observational Protocols for the thematic analysis. The findings for the study are from two themed areas. The first theme is the under utilization of psychotherapy services for African Americans. The second theme is the effectiveness of the Immersive Cultural Plunge as an MIE. The responses of the mental health trainees to the ICP demonstrated that the cultural competency of the students was altered. Recommendations include using ICP experience for curriculum development for mental health trainees in cultural competency specifically for African Americans and treatment development for the African American Descendant of Chattel Slave client. The electronic version of this dissertation is available free at Ohiolink ETD Center, www.ohiolink.edu/etd

Committee: Ronald Pilato PsyD (Committee Chair); Munoz-Flores Albert PsyD (Committee Member); Jenkens Damien PhD (Other) Subjects: African American Studies; African Americans; Black History; Clinical Psychology; Therapy