1. Developmental Milestones in Multicultural Competency: Integrative Training and Outcome Based Assessments

2. Goal of Work in Progress Group  The goal of this working group is to offer both academic and internship training programs with a sequential, integrative, and developmental model for the provision of multicultural competence training specifically racial and ethnic minorities inclusive of cultural intersectionalities with accompanying outcome based assessments.

3. Work in Progress Group Leaders/Facilitators  Michael Mobley, Ph.D., University of Missouri  William Ming Liu, Ph.D., University of Iowa  Rebecca L. Toporek, Ph.D., San Francisco State University  Traci Callandrillo, Ph.D., American University  Stacey M. Pearson, Ph.D., Michigan University  Angela M. Soth McNett, Ph.D. candidate, University of Missouri

4. Work in Progress Group Members  Andrew Bland  Cyndy Boyd  Michele Boyer  Jenny Cornish  David Davine  Benedict (Ben) McWhirter  Ernesto R. Escoto  Suzanne Lease

5. Work in Progress Group Members  Yuki Okubo  Hung-Bin Sheu  Susan Stock  Sarah Collins  Janie Pinterits  Maria all filar Graziosis  Kevin Henze  Allen Ivey

6. Major Issues Discussed  Generated shared Definition of Multicultural Competence for Racial & Ethnic Minorities  Awareness – Racial/Ethnic Cultural Being; Self-in- Relationship to Others/Systems  Knowledge – Specific Content Knowledge both Between and Within Cultural Group Norms  Skills (Basic Listening, Advocacy, Conceptualization, Discerning Multiple Identities, Identifying subtle culturally specific behaviors; assess client’s identity, development, context & ability to navigate process; universal diverse orientation; Flexibility

7. Major Issues Discussed  Generated shared Definition of Multicultural Competence for Racial & Ethnic Minorities (continued)  Openness to utilize multiple approaches to address cultural issues  Application of Awareness to Skills & Interventions  Critical Self-Reflections – biases, prejudices, limitations; managing judgments  Understand tension between General and Multicultural Competence

8. Major Issues Discussed  Small Group Work  Focus & Goal:  Identified Essential Components, Behavioral Anchors, & Assessment Methods for Multicultural Competence  Across Developmental Levels  Didactic/Experiential  Prepracticum  Practicum  Internship  Entry to Profession

9. Major Issues Discussed  Didactic/Experiential/Prepracticum/Practicum  Openness to Self-Reflection  Openness to Feedback  Openness to Behavior Change  Initiating & Seeking Feedback  Motivation to continue learning after educational training  Openness to Consider Awareness & Knowledge prior to Skill Development

10. Major Issues Discussed  Didactic/Experiential/Prepracticum/Practicum (continued)  Valuing Multicultural Competencies moving from aspirational to manifestation and articulation of commitment  Important to note that these essential components are relevant to all developmental levels yet increasing in sophistication and complexity for trainees

11. Major Issues Discussed  Readiness for Internship & Entry to Profession  Understanding difference between safety and comfort  Consistently demonstrating facility with initiating conversations around race and ethnicity  Ability to articulate places where trainee holds privilege  Ability to manage and interrupt shame and reaction related to privilege

12. Major Issues Discussed  Readiness for Internship & Entry to Profession (continued)  Understanding difference btwn safety and comfort  Consistently demonstrating facility with initiating conversations around race and ethnicity  Ability to articulate places where trainee holds privilege  Ability to manage and interrupt shame, guilt, and other reactions related to privilege

13. Major Issues Discussed  Readiness for Internship & Entry to Profession (continued)  Ability to recognize and articulate limitations  Demonstrated skills in outreach, training, supervision, crisis intervention, individual & group psychotherapy  Ability to hold and effectively manage others (clients, peers, staff, campus community) reactions

14. Major Issues Discussed  Readiness for Internship & Entry to Profession (continued)  Recognizing the limitations of psychology as a discipline  Managing Tensions that are Oppression-Focused  Openness to Cultural Difference and Identities (high contemplation and low defensiveness)

15. Goals/Outcomes for Future  Continued Collaboration on Developmental Milestones for Multicultural Competency (DMMC) by Work-in-Progress Chicago Group Members  Develop Guidelines for Diverse Academic and Practice Training Programs for Utilization & Implementation  Offer Training for Implementation & Continuing Education for Scientist-Practitioners  Develop Multi-Method, Multi-Trait Assessment Approaches (traditional, online, oral, visual, etc.)

16. Next Steps & Opportunities for Involvement  Convene DMMC Work-in Progress Group via Electronic – Virtual Communities; in Boston for APA; in New Orleans for National Multicultural Conference Summit  Seek Feedback and Comments from student trainees in both academic and practice settings, professional scientists-practitioners and inter- collaborative Counseling Psychology professional organizations

17. Contact Information for Getting Involved  Michael Mobley, Ph.D.  University of Missouri  16 Hill Hall  Columbia, Missouri 65211  Email: MobleyMi@Missouri.eduMobleyMi@Missouri.edu  Office: 573-882-3382  Cell: 573-268-4811