Developing Cultural Competence Among School Counseling Graduate Students 2017 School Counselor Leadership Conference University of San Diego February 14, 2017 Dione Taylor, Ed. D. Director, Counseling Program Point Loma Nazarene University

Measuring Cultural Competence Using the Intercultural Development Inventory (IDI)® among PLNU: The Intercultural Cultural Development Inventory, IDI and IDI Guided Development are registered trademarks of IDI, LLC in the United States and other countries. Nursing Students (N=50) Teacher Education Students (N=25) School Counseling Students (N=20)

Intercultural Development Inventory (IDI) A 50–item, paper pencil, statistically reliable, theory-based instrument The IDI assesses stages of intercultural competence as measured on the Developmental Model of Intercultural Sensitivity (DMIS)

Intercultural Development Inventory (IDI) A 50-item, paper and pencil, statistically reliable, theory-based instrument that empirically measures five worldview orientations toward cultural difference based on Bennett’s Developmental Model of Intercultural Sensitivity (DMIS). This assessment inventory focuses on how individuals/groups construe their social world in dealing with cultural differences between themselves and people from other social/cultural groups.

Research Design Pre- and Post- Assessment of same instrument given to all groups in addition to Qualitative Contexting questions Teacher Education Students were the Control Group (No intervention given) Nursing and Counseling Students were the Treatment Group (Intervention given) Interventions included an article, discussion, and both individual and group feedback about assessment results, significance of the DMIS and personal considerations to move oneself on the IDI scale To analyze data, pre- and post- assessments were compared using t-tests to identify differences per group and determine movement (collectively and independently) on the IDI scale

Results 1st analysis a paired samples t-test was run to determine any increase following intervention in school counselors’ sample The mean for cultural awareness increased from 99.14 (pre-assessment) to 110.33 (post-assessment) t-test results were significant t(19) = 3.5p=.002) indicating that intervention increased awareness in school counselor sample

The Quality of One’s Experience Ethnocentrism refers to the experience of one’s own culture a “central to reality” meaning the beliefs and behaviors are experienced as “just the way things are.” The opposite, Ethnorelativism is the experience of one’s own beliefs and behaviors as just one organization of reality among many possibilities.

Ethnocentric Stages Denial – One’s own culture is experienced as the only real one, and consideration of other cultures is avoided by maintaining psychological and/or physical isolation from differences. Defense – One’s own or adopted culture is experienced as the only good one and cultural difference is denigrated. Minimization – Elements of one’s own cultural worldview are experienced as universal, so despite acceptable surface differences with other cultures, deep down those cultures are seen as basically similar to one’s own.

Ethnorelative Stages Acceptance – Other cultures are experienced as equally complex but different constructions of reality. Adaptation – One attains the ability to shift perspective in and out of another cultural worldview. Integration – One’s experience of self is expanded to include the movement in and out of different cultural worldviews

Compare/Contrast DMIS Stages In general, the ethnocentric stages can be seen as ways of avoiding cultural difference, either by denying its existence, by raising defenses against it, or by minimizing its importance. The ethnorelative stages are ways of seeking cultural difference, either by accepting its importance, by adapting one’s perspective to take it into account, or by integrating the whole concept into a definition of one’s identity.

Results- Nursing Students 2nd analysis was a paired samples t-test was run to determine any increase following intervention in nursing students’ sample. The mean for cultural awareness increased from 94.6 (pre-assessment) to 102.25 (post-assessment). t-test results were significant t(57)=3.7,p<.0005) indicating that intervention increased awareness in nursing student sample.

Results – Teacher Education Students 3rd analysis was a paired samples t-test was run to determine any increase without any intervention in teacher education sample The mean for cultural awareness increased from 91.15(pre-assessment) to 93.43(post-assessment t-tests results were not significant (24).933p =.36) indicating that intervention may have been useful and any increase may have come as a result of time between assessments or other social factors.

Dione Taylor, Ed.D. dionetaylor@pointloma.edu (619) 218-4043 (cell) Thank You! Dione Taylor, Ed.D. dionetaylor@pointloma.edu (619) 218-4043 (cell)

References www.idiinventory.com Dione Taylor, Ed.D. has received a license to use the IDI® from IDI, LLC. Bennett, M. (1993). Developmental Model of Intercultural Inventory (DMIS).