A Qualitative Study of Therapist Trainees’ Multicultural Counselling Competence in Response to Working with Refugees Clients: Implications for Theory-Building, Research, and Practice
Bibliographic record
Abstract
This study qualitatively examined the evolving experience and change process occurred when 14 clinical psychology doctoral trainees worked directly with refugee clients as part of their multicultural counselling training (MCT). The trainees’ post-session critical incident journals were collected and analyzed based on the Grounded Theory Method. A superordinate theme emerged from the data analysis in response to the research questions of this study - Increased Awareness and Responses to Make Cultural Adaptations to Therapy. This superordinate theme, with its 8 subthemes, suggest that in learning how to respond to and build relationship with refugee clients, trainees experienced a dynamic developmental progression, involving elements of cultural awareness, knowledge, and skill. A three-progned ‘Cognitive-Affective-Behavioural’ model was also identified and hypothesized to help conceptualize the effects/impacts on trainees’ overall development of multicultural competence through building relationship and offering culturally-informed therapy to refugees. Implications for MCT theory-building, research and practice are discussed.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".