Professional Psychology: Research and Practic< !99I, Vol. 22, No. 5, 380-388 Copyright 1191 by Che Am :an Psychological Association Inc. 0735-7028/9I/J3.00 Development and Factor Structure of the Cross-Cultural Counseling Inventory-Revised Teresa D. LaFromboise and Hardin L. K. Coleman School of Education Stanford University Alexis Hernandez University of Arizona This article presents the development and preliminary validation of the Cross-Cultural Counseling Inventory (CCCI), a measure based on the American Psychological Association Division 17 Educa-) tion and Training Committee's tridimensional characteristics of cross-cultural counseling compe- tence—beliefs/attitudes, knowledge, and skills (Sue et al, 1982). Three studies investigated the instrument's content validity, interrater reliability, and factor structure. The first study established substantial agreement among judges when classifying items according to the tridimensional char- acteristics. In the second study, judges reached adequate levels of interrater reliability after viewing cross-cultural counseling vignettes. The third study found a 3-factor orthogonal solution of cross- cultural counseling skill, sociopolitical awareness, and cultural sensitivity. The authors discuss the utility of the instrument in counseling supervision and research. Many authors (e.g., M. E. Bernal & Padilla, 1982; Ponterotto & Casas, 1987; Smith & Vasquez, 1985) have pointed out the tremendous need within the United States for psychologists who are well prepared to serve effectively the growing popula- tion of ethnic minorities. Others (e.g., LaFromboise & Foster, TERESA D. LAFROMBOISE received her PhD from the University of Ok- lahoma in 1980. She is an Associate Professor in the Department of Counseling Psychology and Counselor Education at the University of Wisconsin-Madison and is on leave of absence from Stanford Univer- sity. She provides training to students, professionals, and community gatekeepers in areas of cross-cultural counseling and American Indian mental health. HARDIN L. K. COLEMAN is a candidate for his doctoral degree from Stanford University. He is currently completing his pre-doctoral intern- ship at the Cambridge Hospital and is a Clinical Fellow at Harvard Medical School. In September, 1991 he will begin an appointment as Assistant Professor of Counseling Psychology and Counselor Educa- tion at the University of Wisconsin-Madison. ALEXIS G. HERNANDEZ received his PhD from the University of Ne- braska-Lincoln in 1986. He is an Associate Dean of Students at the University of Arizona. His responsibilities include student judicial af- fairs, student advocacy, and campus safety A PRELIMINARY VERSION of this article was presented at the Division 17 Roundtable on Cross-Cultural Counseling during the Annual Con- vention of the American Psychological Association, New Orleans, Au- gust 1989. WE ACKNOWLEDGE the contributions of Jay Pomales, Robert Morgan, and Mary Lou Downing in the development and production of the counseling videotape used in this study and Pat Reilly and David Rei- kowski for their role as raters. Our appreciation is also extended to Edward Haertel and Barbara Kem for their helpful input and Joseph Thomas for assistance in data collection. CORRESPONDENCE CONCERNING THIS ARTICLE should be addressed to Teresa D. LaFromboise, 317Education Building, University of Wiscon- sin, Madison, Wisconsin 53706. 1989; Ridley, 1985) have suggested that there are professional, ethical, cultural, scholarly, and legal imperatives for giving greater attention to the training of cross-culturally competent psychologists. Ridley drew the parallel between competence in cross-cultural counseling and the wide array of other counsel- ing competencies currently expected of psychologists. We as- sert that it is as important for psychologists to be competent in understanding culture and the counseling context as it is for psychologists to be proficient in any of the areas of knowledge historically associated with professional competence (e.g, learn- ing theory, personality theory, research and design methods, group dynamics, or human sexuality). The need to prepare mental health professionals to provide services to ethnic minority populations and the inability of training programs to adequately do so has been the topic of numerous conferences on graduate education and training in psychology (Brammer et al., 1988; Dulles Conference Task Force, 1978; Korman, 1974; National Conference on Graduate Education in Psychology, 1987). In 1980 the Education and Training Committee of Division 17 of the American Psychologi- cal Association (APA) brought to the membership's attention the need to develop minimal cross-cultural counseling compe- tencies for incorporation into counseling psychology training programs (Sue et al., 1982). The committee outlined specific characteristics of a culturally skilled counselor and challenged others to develop more concrete and sophisticated competen- cies for working with culturally different clients. Consequently, recognition of the importance of training in cross-cultural counseling in psychology training programs was realized. Programs recently intensified training efforts that focus on the salient psychological issues of ethnic minorities (e.g., Arredondo, 1985; Carney & Kahn, 1984; Parker, Bingham, & Fukuyama, 1985; Rosenfield & Esquivel, 1985; Wyatt & Par- ham, 1985) in order to increase the cross-cultural effectiveness 380 This document is copyrighted by the American Psychological Association or one of its allied publishers. This article is intended solely for the personal use of the individual user and is not to be disseminated broadly.