School Counselor Multicultural Competence Checklist
Multicultural Counseling
1) I can recognize when my beliefs and values are interfering with providing the best services to my students.
2) I can identify the cultural bases of my communication style.
3) I can discuss how culture affects the help-seeking behaviors of students.
4) I know when a counseling approach is culturally appropriate for a specific student.
5) I know when a counseling approach is culturally inappropriate for a specific student.
6) I am able to identify culturally appropriate interventions and counseling approaches (e.g. indigenous practices) with students.
7) I can list at least three barriers that prevent ethnic minority students from using counseling services.
8) I know when my helping style is inappropriate for a culturally different student.
9) I know when my helping style is appropriate for a culturally different student.
10) I can give examples of how stereotypical beliefs about culturally different persons impact the counseling relationship.
11) I know when my biases influence my services to students.
12) I know when specific cultural beliefs influence students' response to counseling.
13) I know when my helping style is inappropriate for a culturally different student.
Multicultural Consultation
14) I know when my culture is influencing the process of consultation.
15) I know when the consultee's (e.g., parent, teacher) culture is influencing the process of consultation.
16) I know when the race and/or culture of a student is a problem for a teacher.
17) I can initiate discussions related to race/ethnicity/culture when consulting with teachers.
18) I can initiate discussions related to race/ethnicity/culture when consulting with parents.
Understanding Racism and Student Resistance
19) I can define and discuss White privilege.
20) I can discuss how I (if European American/White) am privileged based on my race.
21) I can identify racist aspects of educational institutions.
22) I can define and discuss prejudice.
23) I can identify discrimination and discriminatory practices in schools.
24) I am able to challenge my colleagues when they discriminate against students
25) I can define and discuss racism.
26) I can discuss the influence of racism on the counseling process.
27) I can discuss the influence of racism on the educational system in the U.S.
28) I can help students determine whether a problem stems from racism or biases in others.
29) I understand the relationship between student resistance and racism.
30) I am able to discuss the relationship between student resistance and racism.
31) I include topics related to race and racism in my classroom guidance units.
32) I am able to challenge others' racist beliefs and behaviors.
33) I am able to identify racist and unjust policies in schools.
Understanding Racial and/or Ethnic Identity Development
34) I am able to discuss at least two theories of racial and/or ethnic identity development.
35) I can use racial/ethnic identity development theories to understand my studentsÕ problems and concerns.
36) I can assess my own racial/ethnic identity development in order to enhance my counseling.
37) I can assist students explore their own racial identity development.
38) I can develop activities that enhance students' racial and/or ethnic identity.
39) I am able to discuss how racial identity may affect the relationships between students and educators.
Multicultural Assessment
40) I can discuss the potential bias of two assessment instruments frequently used in the schools.
41) I can evaluate instruments that may be biased against certain groups of students.
42) I am able to use test information appropriately with culturally diverse parents.
43) I can advocate for fair testing and the appropriate use of testing of children from diverse backgrounds.
44) I can identify whether or not the assessment process is culturally sensitive.
45) I can discuss how the identification stage of the assessment process might be biased against minority populations.
46) I can use culturally appropriate instruments when I assess students.
47) I am able to discuss how assessment can lead to inequitable opportunities for students.
Multicultural Family Interventions
48. I can discuss family counseling from a cultural/ethnic perspective.
49. I can discuss at least two ethnic groupÕs traditional gender role expectations and rituals.
48) I anticipate when my helping style is inappropriate for a culturally different parent or guardian.
49) I can discuss culturally diverse methods of parenting and discipline.
50) I can discuss how class and economic level affect family functioning and development.
51) I can discuss how race and ethnicity influence family behavior.
52) I can identify when a school policy is biased against culturally diverse families.
Social Advocacy
53) I know of societal issues that affect the development of ethnic minority students.
54) When counseling, I am able to address societal issues that affect the development of ethnic minority students.
55) I can work with families and community members in order to reintegrate them with the school.
56) I can define Òsocial change agent.Ó
57) I am able to be a Òsocial change agent.Ó
58) I can discuss what it means to take an Òactivist counselingÓ approach.
59) I can intervene with students at the individual and systemic levels.
60) I can discuss how factors such as
poverty and powerlessness have influenced the current conditions of at least
two ethnic groups.
61) I am able to advocate
for students who are being subjected to unfair practices.
62) I know how to use data
as an advocacy tool.
Developing
School-Family-Community Partnerships
63) I can discuss how school-family-community partnerships are linked to student achievement.
64) I am able to develop partnerships with families of that are culturally different than me.
65) I am able to develop partnerships with agencies within my school's community.
66) I can define a school-family-community partnership.
67) I am able to discuss more than three types of parent involvement.
68) I am able to encourage the participation of ethnic minority parents in school activities.
69) I am able to work with community leaders and other resources in the community to assist with student (and family) concerns.
Understanding Cross-Cultural
Interpersonal Interactions
70) I am able to discuss interaction patterns that might influence ethnic minority studentsÕ perceptions of inclusion in the school community.
71) I can solicit feedback from students regarding my interactions with them.
72) I can verbally communicate my acceptance of culturally different students.
73) I can nonverbally communicate my acceptance of culturally different students.
74) I am able to assess the manner in which I speak and the emotional tone of my interactions with culturally diverse students.
75) I am able to greet students and parents in a culturally acceptable manner.
76) I know of culturally insensitive topics or gestures.
Multicultural Career Assessment
77) I can develop and implement culturally sensitive career development activities where materials are representative of all groups in a wide range of careers.
78) I can arrange opportunities for students to have interactions with ethnic minority professionals.
79) I am able to assess the strengths of multiple aspects of students' self-concept.
80) I can discuss differences in the decision-making styles of students.
81) I integrate my knowledge of varying decision making styles when implementing career counseling.
82) I can integrate family and religious issues in the career counseling process.
83) I can utilize career assessment instruments that are sensitive to cultural differences of students.
84) I can discuss how "work" and "career" are viewed similarly and differently across cultures.
85) I can discuss how many career assessment instruments are inappropriate for culturally diverse students.
Multicultural Sensitivity
86) I am able to develop a close, personal relationship with someone of another race.
87) I am able to live comfortably with culturally diverse people
88) I am able to be comfortable with people who speak another language.
89) I can make friends with people from other ethnic groups.