Developing cross-cultural sensitivity for counselor education students

Material Information

Developing cross-cultural sensitivity for counselor education students
Leeson, Teresita Baytan ( Dissertant )
Riker, Harold C. ( Thesis advisor )
Larsen, Janet J. ( Thesis advisor )
Olejnik, Stephen ( Reviewer )
Hallman, Clemens L. ( Reviewer )
Smith, David C. ( Degree grantor )
Place of Publication:
Gainesville, Fla.
University of Florida
Publication Date:
Copyright Date:
Physical Description:
xii, 194 leaves : ill. ; 28 cm.


Subjects / Keywords:
Counselor training ( jstor )
Cross cultural studies ( jstor )
Cross cultural training ( jstor )
Cultural studies ( jstor )
Educational counseling ( jstor )
Hispanics ( jstor )
Latin American culture ( jstor )
Observational research ( jstor )
Psychological counseling ( jstor )
School counseling ( jstor )
Counseling -- Florida ( lcsh )
Counselor Education thesis Ph. D
Counselor and client ( lcsh )
Cross-cultural counseling -- Florida ( lcsh )
Dissertations, Academic -- Counselor Education -- UF
bibliography ( marcgt )
non-fiction ( marcgt )


Counselors need to have better understanding of and better communication with the culturally different. The purpose of this study was to assess the effects of different intervention procedures for developing cross-cultural sensitivity for counselor education students. The research was conducted in four graduate counselor education classes at the University of Central Florida. These classes were randomly designated as one control group, C, and three experimental groups: E^ the affective approach group; E 2 , the cognitive approach group; and E_, the affective-cognitive approach group. Measurement instruments were a questionnaire, developed by the researcher and three sub-scales of the California Psychological Inventory, measuring tolerance, flexibility of thought and responsiveness to others. Four null hypotheses were tested at the 0.05 level of significance. There were significant differences in tolerance among the groups as a result of the different training procedures. The fact that tolerance increased in the affective and affective-cognitive groups showed that the affective training component could increase tolerance even in advanced counselor education students in a relatively short time. There were significant differences in the cognitive area among the groups as a result of the different training procedures. The two groups who received the cognitive component did better than the two groups who did not, showing the effectiveness of that component. There were no significant differences in the affective domain as a result of the cognitive component and no significant differences in the cognitive domain as a result of the affective component. The study shows that a curricular strategy based on only one component is likely to produce changes only in that domain. The fact that the affective-cognitive component produced significant changes in both domains shows that the combined approach is a superior curricular strategy for counselor education students.
Thesis (Ph. D.)--University of Florida, 1985.
Bibliography: leaves 182-192.
General Note:
General Note:
Statement of Responsibility:
by Teresita Baytan Leeson.

Record Information

Source Institution:
University of Florida
Holding Location:
University of Florida
Rights Management:
Copyright [name of dissertation author]. Permission granted to the University of Florida to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder.
Resource Identifier:
000879574 ( alephbibnum )
AEH7354 ( notis )
014694462 ( oclc )


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