45 Multicultural Counselor Training: Evaluation of Single-Course Content Krista M. Malott Villanova University Tina R. Paone & Jason J. Barr Monmouth University This research was supported by funding from the Grant-in-Aid for Creativity through Monmouth University. Correspondence concerning this article may be addressed to Krista Malott, Department of Education and Human Services, Villanova University, Department of Education and Human Services, 800 Lancaster Avenue, SAC 302, Villanova, PA 19085 Email: krista.malott@villanov.edu. Abstract This article reports outcomes of a survey eliciting course content selection for a multi- cultural course across counselor education programs throughout the United States. Findings indicated that the majority of participants addressed a wide range of topics within a single multicultural course. Trends are reported according to those courses least and most often addressed. Selected course content differed significantly according to instructor traits, with influencing variables including professional level (doctoral versus master-level training) and amount of multicultural counselor training. Multicultural Counselor Training: Evaluation of Single-Course Content Educators have long recognized the need to increase students’ multicultural coun- seling competencies in an effort to improve services for an increasingly diverse client population (Arredondo & Toporek, 2004; Abreu, Chung, & Atkinson, 2000; D’Andrea & Daniels, 1991; Ponterotto & Casas, 1987). D’Andrea and Daniels defined multicul- tural counselor training as an attempt to assist counselors in,“becoming more effec- tive service providers in their work with persons from different backgrounds” (p. 70). Recognition of the importance of these skills has led to the requirement of multicultural training within programs accredited through the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2009) and the American Psychological Association (APA, 2002). Assessment of multicultural training has found positive outcomes, including but not limited to improved student ability to conceptualize diverse clientele’s mental health issues (Constantine, 2001), increased racial consciousness among White students (Brown, Yonker, & Parham, 1996; Neville, Heppner, Louie, Brooks, & Baker, 1996; Parker, Moore, & Neimeyer, 1998), and increased student level of self-reported multicultural competence (Constantine, Juby, & Liang, 2001; D’Andrea, Daniels, & Heck, 1991; Neville et al., 1996; Ottavi, Pope-Davis, & Dings, 1994; Pope-Davis, Reynolds, Dings, & Nielson, 1995). Hence, empirical evidence supports the need for continued multicultural training. The Journal of the Pennsylvania Counseling Association/Volume 12, Number 1 Spring 2012