本研究旨在瞭解國小輔導教師多元文化輔導知能覺察與輔導自我效能之相關情形。係以臺北市、臺北縣之國小輔導教師為研究對象，採取立意抽樣的方法，以學校為單位，隨機抽取臺北縣市的國民小學，實際有效樣本人數共169人。
本研究採用問卷調查法進行資料收集，所採用之研究工具包括：「個人基本資料」、「國小輔導教師多元文化輔導知能覺察量表」及「國小輔導人員輔導自我效能量表」。調查所得資料以t考驗、單因子多變項變異數分析、單因子單變項變異數分析、典型相關分析等統計方法進行處理。主要研究結果如下：
一、國小輔導教師自覺在多元文化輔導知能覺察部分屬於中上程度。以「多元文化輔導信念與態度」最高，其次依序為「多元文化輔導技能」與「多元文化輔導知識」。
二、國小輔導教師自覺在輔導自我效能部分屬於中上程度。「輔導自我效能」狀況由高而低，依序為「輔導工作價值效能」、「輔導技巧效能」、「輔導推展效能」、「輔導過程效能」、「輔導工作能力效能」。
三、不同年齡組、婚姻狀況、服務年資、職務與接觸新移民子女人數之台北縣市國小輔導教師，其多元文化輔導知能覺察有明顯差異。
四、不同性別、學歷、輔導背景、研習時數之台北縣市國小輔導教師，其多元文化輔導知能覺察無差異。
五、不同性別、年齡組、職務之台北縣市國小輔導教師，其輔導自我效能有差異。
六、不同婚姻狀況、服務年資、學歷、輔導相關背景、研習時數、接觸新移民子女人數之台北縣市國小輔導教師，其輔導自我效能沒有差異。
七、國小輔導教師的多元文化輔導知能覺察與輔導自我效能有顯著相關。
最後，研究者根據本研究結果加以討論，並提出具體建議供教育行政機關、國小輔導教師及未來研究之參考。

The purpose of the study is to investigate the relationship between multicultural guidance knowledge-skill awareness and guidance self-efficacy of elementary school guidance-teachers. By using random sampling, a total of 169 guidance-teachers was chosen from elementary schools in Taipei city and Taipei county.
In the present study data were collected through a survey method. Instruments including Basic Information Inventory, Multicultural Guidance Knowledge-Skill Awareness Scale and Guidance-Teachers’ Self-Efficacy Scale. Data obtained in this study were analyzed by t-test, one-way ANOVA, one-way MANOVA, canonical correlation. The conclusions of this study are as follows:
1. The multicultural guidance knowledge-skill awareness of elementary school guidance-teachers is above middle degree. Score on the belief and attitudes is the highest and the knowledge is the least.
2. The guidance self efficacy of elementary school guidance-teachers is above middle degree. Score on the guidance efficacy value is the highest and guidance efficacy competency is the least.
3. Concepts of multicultural guidance knowledge-skill awareness is significantly different among elementary school guidance-teachers of different ages, marriage, guidance experience, function, contact with new immigrant children.
4. Concepts of multicultural guidance knowledge-skill awareness is not significantly different among elementary school guidance-teachers of different sex, antecedent, majored in counseling or guidance, further education.
5. Concepts of guidance self-efficacy is significantly different among elementary school guidance-teachers of different sex, ages, function.
6. Concepts of guidance self-efficacy is not significantly different among elementary school guidance-teachers of different marriage, guidance experience, antecedent, majored in counseling ,further education, contact with new immigrant children.
7. Canonical correlation was found between multicultural guidance knowledge-skill awareness and guidance self-efficacy of elementary school guidance-teachers.
Suggestions and implications of the results were discussed for related educational authorities, elementary school guidance and further research.

一、中文部分
王文秀（民88）。國小輔導相關人員對學校輔導工作者角色知覺與角色衝突之研究。中華輔導學報，7，1-30。
王雅萍(民93)。學童依附關係與社交地位相關性之研究：外籍配偶與本地配偶子女之比較。未出版碩士論文，臺北市立師範學院，臺北市。
王麗斐（民88）。國小輔導師資培育現況之調查研究。中華輔導學報，7，161-199。
王麗斐(民91)。 建構國小輔導工作的未來。輔導季刊，38(2)，1-7
王麗斐、王文秀、與羅明華(民87)。當諮商新手遇見兒童個案：一個探索性的研究。中華輔導學報，60-88。
白慧娟(民84)，第四勢力－多文化諮商與治療。諮商與輔導，112，5-8。
江雪齡(民86)：多元文化教育。台北：師大書苑。
何郁玲(民87)。中小學教師職業倦怠、教師效能感與生命意義感關係之研究。未出版碩士論文。國立彰化師範大學。彰化縣。
吳秀碧與梁翠梅(民84)。學士級準諮商員諮商實習經驗之探討。中華輔導學報，3，41-56。
吳武雄、許維素、賴念華(民86)。高中輔導教師的角色認定、角色期待對學校輔導工作影響之研究。台北市教師研習中心教育專題研究(七七)。
吳清山（民93）。外籍新娘子女教育問題及其因應策略。師友，441，6-12。
吳雅玲（民93）。新台灣之子的學前教育契機。師友，441，13-16。
李茂興、吳柏毅和黎士鳴譯(民91)。John McLeod著。諮商概論。台北：弘智文化。
李雯智(民84)。多重文化諮商。諮商與輔導，116，42-44。
周素琴(民81)。跨文化諮商輔導。國教園地，43，37-43。
周素琴(民86a)。多元文化諮商本質與多元文化諮商能力內涵之探討。國際人文年刊，6，125-144。
周新富(民80)。國民小學教師專業承諾、教師效能信念與學生學業成就關係之研究。未出版碩士論文。國立高雄師範大學。高雄市。
林美珠（民89）。國小輔導工作實施需要、現況與困境之研究。中華輔導學報，8，51-76。
林清江(民86)。教育改革與多元文化教育。國立台灣師範大學多元文化教育的理論與實際國際學術研討會論文。
林漢政(民91)。國民小學校長轉型領導行為與教師效能感關係之研究。未出版碩士論文。國立中正大學。嘉義縣。
林璣萍（民92）。台灣新興的弱勢學生－外籍新娘子女學校適應現況之研究。未出版碩士論文。國立台東大學。台東縣。
林麗美（民86）。國中實習教師的社會支持、教學困擾、教師效能及教師承諾之相關研究。未出版碩士論文。國立臺灣師範大學。台北市。
洪莉竹(民91)。與諮商有關的文化議題。諮商與輔導，198，23-28。
洪榮正（民92）。展臂迎接新台灣之子。師友，438，72-74。
洪麗瑜(民77)：值得重視的跨文化諮商。諮商與輔導，33，9-12。
夏曉娟（民90）。「外籍新娘」現象之媒體建構。台灣社會研究季刊，43，153-196。
孫志麟(民80)。國民小學教師自我效能及其相關因素之研究。未出版碩士論文。國立政治大學。台北市。
席榮維（民93）。新台灣之子的學習成就問題與學校因應策略。發表於93年9月16-17日發表於國立花蓮師範學院初等教育學系、行政與領導研究所主辦: 人口結構變化對教育發展之影響學術研討會，花蓮市。
張雅玲(民94)。多元文化諮商能力之研究─以義務「張老師」為例。未出版碩士論文。中國文化大學。台北市。
教育部統計(民95)。重要教育統計資訊大綱。線上檢索日期：2006年6月15日。網址：http://140.111.34.69/EDU_WEB/EDU_MGT/STATISTICS/EDU7220001/overview/brief-htm/index.htm?open
梁榮仁(民86)。輔導教師的多元文化諮商能力及其相關因素之研究。未出版碩士論文。高雄師範大學。高雄市。
陳仕宗（民93）。「新台灣之子」的教育問題及其因應之道。發表於93年9月16-17日發表於國立花蓮師範學院初等教育學系、行政與領導研究所主辦: 人口結構變化對教育發展之影響學術研討會，花蓮市。
陳正文等譯(民86)。人格理論。台北：揚智。
陳美倫(民91)。多元文化諮商對兒童偷竊行為輔導改善歷程之研究。未出版碩士論文。台南師範學院。台南縣。
陳英豪、陳秉華、廖鳳池(民82)：「三人式諮商員訓練」與「精微諮商訓練」之訓練效果比較研究。國立台灣師範大學教育心理與輔導學系輔導與諮商學報，1，99-118。
陳寶玲(民87)。國小教師的多元文化教育觀點之研究－從族群面向探討。未出版碩士論文。花蓮師範學院。花蓮市。
單文經(民86)：美國多元文化教育落實於課程與教學的作法—以愛荷華州為例。人文及社會學科教學通訊，4(8)，頁151-168。
彭慧玲(民91)。生涯輔導教育對多元文化的相關議題之探討。輔導季刊，38(1)，23-32。
黃木蘭（民93）。為新弱勢族群撒播希望的種籽。師友，441，20-25。
黃瑛琪(民93)。諮商師教育訓練中「多元文化諮商能力」與諮商倫理議題之探討。輔導季刊，40(4)，1-8。
黃榮村（民93）。教育部業務概況報告。立法院教育及文化委員會第五屆第五會期報告，中華民國九十三年二月二十三日。
楊瑞珠(民83)。多元文化與諮商員養成教育之關係。中華輔導學報，1，121-133。
熊淑君(民93)。 新移民女性子女的自我概念及人際關係之研究。未出版碩士論文。國立台北師範學院。台北市。
劉秀燕(民92)。跨文化衝擊下外籍新娘家庭環境及其子女行為表現之研究。未出版碩士論文。國立中正大學。嘉義縣。
劉威德(民83)。國中教師教學成敗歸因、社會支持與教學自我效能相關之研究。未出版碩士論文。國立高雄師範大學。高雄市。
劉福鎔(民92)。多元文化諮商理論及其對諮商工作的意義。諮商與輔導，213，23-27。
蔡奇璋(民93)。外籍配偶參與國小子女學習的障礙及其解決途徑之研究。未出版碩士論文。國立中正大學。嘉義縣。
蔡碧璉(民83)。助人專業多元文化諮商的倫理關注。輔導季刊，30(3)，60-62。
鄭如安(民82)。國小輔導人員之社會支持、輔導自我效能與輔導成效之相關研究。未出版碩士論文。國立高雄師範大學。高雄市。
鄧志平(民85)。文化價值觀與諮商專業工作。諮商與輔導，126，34-36。
賴友梅(民87)。影響國中教師性別角色刻板化態度與兩性平等意識相關因素之研究。未出版碩士論文。國立政治大學。台北市。
戴玉錦(民94)。高中職輔導教師生命意義感與輔導自我效能關係之研究。未出版碩士論文。國立高雄師範大學。高雄市。
鍾重發（民92）。家庭教育介入外籍新娘子女學前發展模式與策略，幼兒教育年刊，15，189-205。
譚光鼎(民86)。族群關係與教育。花蓮師院學報，7，265-288。
顧瑜君（民93）。談教育工作者如何正視新弱勢群體學生處境。發表於93年9月16-17日發表於國立花蓮師範學院初等教育學系、行政與領導研究所主辦: 人口結構變化對教育發展之影響學術研討會，花蓮市。

二、西文部分
Al-Darmaki, F. R. (2003). Attitudes towards seeking professional psychological help: What really counts for United Arab Emirates university students. Social Behavior and Personality , 31, 497-508.
American Counseling Association. (1995). Code of ethics and standards of practices. Alexandria, VA: American Counseling Association.
Arredondo, P., & D’andrea, M. (1995). AMCD approved multicultural counseling competency standards. Counseling Today, 28-32.
Bandura, A. (1977a). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
Bandura, A. (1977b). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37,122-147.
Bandura, A. (1986). Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44, 1175-1184.
Banks, J .A. (2001). Citizenship education and diversity: Implications for teacher education. Journal of Teacher Education, 52, 5-16.
Beesley, D.(2004).Teachers' perceptions of school counselor effectiveness:collaborating for student success. Education, 125(2), 259-270.
Bellini, J.(2002). Correlates of multicultural counseling competencies of vocational rehabilitation counselors. Rehabilitation Counseling Bulletin, 45, 66-75.
Brilliant, J. J . (2000). Issues in counseling immigrant college students. Community College Journal of Research & Practice, 24(7), 577-586.
Byington, K., Fischer, J., Walker, L., & Freeman, E. (1997). Evaluating the effectiveness of a multicultural counseling and ethics and assessment training. Journal of Applied Rehabilitation Counseling, 28, 15-19.
Cardenas, J., & Taylor, L. (1993). Transition support for immigrant students. Journal of Multicultural Counseling and Development, 21, 203-210.
Cavers, F. (1988). Teacher efficacy: It’s relationship to school level organization conditions and teacher demographic characteristics. Dissertation. Abstracts International, 49(12), 35-36.
Cole, E. (1998). Immigrant and refugee children: Challenges and opportunities for education and mental health services. Canadian Journal of School Psychology, 14, 36-50.
Coleman, H. L. K. (1995). Cultural factors and the counseling process: Implications for school counselor. The School Counselor, 42, 180-185.
Constantine, M. G. (2001b). Theoretical orientation, empathy, and multicultural counseling competence in school counselor trainees. Professional School Counseling, 4, 342-348.
Constantine, M. G., & Gushue, G. V. (2003). School counselors’ ethnic tolerance attitudes and racism attitudes as predictors of their multicultural case conceptualization of an immigrant student. Journal of Counseling and Development, 81, 185-190.
Constantine, M. G., & Yeh, C. J. (2001). Multicultural training and self-construals as predictors of school counselors' multicultural counseling competence. Professional School Counseling, 4, 202-207.
Constantine, M. G., Arorash, T. J., Tina, J., Barakett, M. D.,Blackmon, S. M., Donnelly, P. C., & Edles, P. A.(2001). School counselors’ universe-diverse orientation and aspects of their multicultural counseling. Professional School Counseling, 5, 13-18.
Constantine, M. G.. (2001a). training, self-construals, and multicultural competence of school counselors. Professional School Counseling, 4, 202-207.
Corey, G.., Corey, M.S., & Callanan, P. (2003). Issues & ethics in the helping profession (6th ed.). Pacific Grove, CA: Brooks/ Cole.
Cumming-McCann, A., & Accordino, M.P., (2005). An investigation of rehabilitation counselors characteristics, white racial attitudes, and self-reported multicultural counseling competencies. Rehabilitation Counseling Bulletin. 48(3),167-176.
Cunningham, N. J., & Sandhu, D. S. (2000). A comprehensive approach to school-community violence prevention. Professional School Counseling, 4, 126-133.
D’Andrea, M., & Daniels, J. (1995). Helping students learn to get alone: Assessing the effectiveness of a multicultural developmental guidance project. Elementary School Guidance and Counseling, 30, 143-154.
D’Andrea, M., Daniels, J., & Heck, R.(1991). Evaluating the impact of multicultural counseling training. Journal of Counseling and Development, 70, 143-150.
Daniels, J. A., & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education and Supervision, 41(2), 120-130.
Diaz-Lazaro, C. M. (2001). Cross-cultural contact in counseling training.
Do, V. T. (1996). Counseling culturally different students in the community college. Community College Journal of Research and Practice, 20, 9-21.
Driessen, G. (2000). The limits of educational policy and practices? The case of ethnic minorities in The Netherlands. Comparative Education. 36(1), 55-72.
Durodoye, B.A. (1998). Fostering multicultural awareness among teachers: A tripartite model. Professional School Counseling, 1, 9-13.
First, J. M. (1998). Immigrant students in U.S. public schools: Challenges with solutions. Phi Delta Kappan, 70, 205-210.
Friedlander, M. L., Keller, K. E., Peca-Baker, T. A., & Olk, M. E. (1986). Effects of role conflict on counselor trainees’ self-statements, anxiety level, and performance. Journal of Counseling Psychology, 33, 73-77.
Fuertes, J. N., Miville, M. L. Mohr, J. J. Sedlacek, W. E., & Gretchen, D. (2000). Factor structure and short form of the Miville-Guzman universality-diversity scale. Measurement and Evaluation in Counseling and Development, 33, 157-169.
Fuligni, A.J. (1997). The academic achievement of adolescents from immigrant families: The roles of family background, attitudes, and behavior. Child Development, 68, 351-363.
Fuller, B., Wood, K., Rapoport, T., & Dornbusch, S. (1982). The organization context of individual efficacy. Review of Educational Research, 52(4), 7-30.
Gibson, S., & Dembo. M. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569-582.
Granello, D. H., &Wheaton, J. E. (1998). Self-perceived multicultural competencies of African American and European American vocational rehabilitation counselors. Rehabilitation Counseling Bulletin, 41, 2-15.
Gysbers, N. C. (2001). School guidance and counseling in the 21st century:Remember the past into the future. Professional School Counseling, 5, 96-105.
Hayes, R. L. & Paisley, P. O. (2002). Transforming School Counselor Preparation Programs. Theory Into Practice, 41(3), 169-176.
Heppner, M. J., & O’Brien, K M.(1994). Multi-cultural counselor training: An examination of student’s perception of helpful and hindering events. Counselor Education and Supervision, 34, 4-18. Hewstone, M., Br Brown, R. eds.) (1986). Contact and conflict in intergroup encounters. Oxford, England: Basil Blackwell.
Hernández, T. J., & Seem, S. R. (2004).A safe school climate: A Systemic approach and the school sounselor. Professional School Counseling, 7, 256-262.
Hobson, S. M., & Kanitz, H. M. (1996). Multicultural counseling: An ethical issue for school counselors. School Counselor, 43, 245-255.
Holcomb-McCoy, Cheryl. (2004). Assessing the multicultural competence of school counselors: A checklist. Professional School Counseling, 7, 178-183.
House, R. M., & Hayes, R. L. (2002). School counselors: Becoming key players in school reform. Professional School Counseling, 5, 249-256.
House, R., & Martin, R. J. (1998). Advocating for better futures for all students: A new vision for school counselors. Education, 119, 284-286.
James, D. C. S. (1997). Psychosocial risks of immigrant students. The Education Digest, 63, 51-53.
Jay, J. (200). Issues in counseling immigrant college students. Community College of Journal of Research and Practice, 24,577-586.
Johnson, E., Baker, S. B. Kopala, M. K., & Thomson, E., C(1989). Counseling self-efficacy and counseling competence in prepracticum training. Couneselor Education and Supervision, 28(3), 205-18.
Johnson, L. S. (1995). Enhancing multicultural relations: Intervention strategies for the school counselor. School Counselor, 43, 103-113.
Johnson, L. S. (2000). Promoting professional identity in an era of educational reform. Professional School Counseling, 4, 31-40.
Keys, S. G., & Bemak, F.(1998). Transforming school counseling to serve the mental health needs of at-risk youth. Journal of Counseling & Development, 76, 381-388.
Kim, B. K.,& Lyons, H.Z. (2003).Experiential activities and multicultural competence training. Journal of Counseling and Development, 81, 400-409.
Kitaoka, S. K. (2005). Multicultural counseling competencies: Lessons from assessment. Journal of Multicultural Counseling and Development, 33, 37-47.
LaFromboise, T., Coleman, H., & Hernandez, A. (1991). Development and factor structure of the cross-cultural counseling inventory-revised. Professional Psychology: Research and Practice, 22(5), 380-388.
Larson, L. M., & Daniels, J.A. (1998). Review of the counseling self-efficacy literature. The Counseling Psychologist, 26, 179-218.
Larson, Lisa M. Suzuki, L. A., Gillespie, K. N., Potenza, M. T., Bechtel, M. A., & Toulouse, A. L. (1992). Development and validation of the counseling self-estimate inventory. Journal of Counseling Psychology, 39(1), 105-120.
Leach, M. M., & Stoltenberg, C. D. (1997). Self-efficacy and counselor development: Testing the integrated developmental model. Counselor Education & Supervision, 37(2), 115-124.
Lee, C. C. (2005). Urban school counseling: context, characteristics, and competencies. Professional School Counseling, 8, 184-188.
Lonborg, S. D., & Bowen, N. (2004). Counselors, communities, and spirituality: Ethical and multicultural considerations. Professional School Counseling, 7, 318-323.
Martin, P. J. (2002). Transforming school counseling: A national perspective. Theory Into Practice, 41, 148-154.
McFadden, J. (1996). A transcultural perspective: Reaction to C. H. patterson’s “Multicultural Counseling: Form diversity to university”. Journal of Counseling and Development, 74, 232-235.
McNeill, B. W., Hom, K. L. & Perez, J.A. (1995). The training and supervisory needs of racial and ethnic minority students. Journal of Multicultural Counseling and Development, 23, 246-258.
Melchert, T. P., Hays, V. L.,Wilijnen, L. M., & Kolocek, A.K.(1996). Testing models of counselor development with a measure of counseling self-efficacy. Journal of Counseling and Development, 74, 640-644.
Nawang , P. (2000). Immigrant Tibetan children in U.S. schools: An invisible minority group. Multicultural Perspectives, 2(4), 17-21.
Nelson-Jones, R. (2002). Are there universal human being skills? Counseling Psychology Quarterly, 15(2), 115-119.
Neville, H. A., Heppner, M. J., Louie, C. E., Thompson, C.E., Brooks, L., & Baker, C. E. (1996). The impact of multicultural training on White racial identity attitudes and therapy competencies. Professional Psychology: Research and Practice, 27, 88-89.
O’Neil, J., Helms, B. J., Gable, R. K., David, L., & Wrightsman, L. (1986). Gender Role Conflict Scale: College men’s fear of femininity . Sex Roles, 14, 335-350.
Orlinsky, D. E. , & Howard, K. I. (1986). Process and outcome in psychotherapy. In S. L. Garfield & A. E. Bergin (Eds.), Handbook of psychotherapy and behavior change (pp. 311-384). New York: Wiley.
Ottavi. T. M., Pope-Davis, D. B., & Dings, J. G. (1994). Relationship between white racial identity attitudes and self-reported multicultural counseling competencies. Journal of Counseling Psychology, 41, 149-154.
Paisley, P O., & Borders, L. D. (1995). School counseling: An evolving specialty. Journal of Counseling and Development, 74, 150-153.
Paisley, P. O.,& Hayes, R. L.(2003). School counseling in the academic domain: Transformations in preparation and practice. Professional School Counseling, 6, 198-204.
Pat, S-G., Kristina, A., Patricio, S., Victoria, A. S., Laura,G. (2004).Counseling the linguistically and culturally diverse student: Meeting school counselors' professional development needs. Professional School Counseling, 8, 15-23.
Pedersen, P. (1990). The multicultural perspective as a fourth force in counseling. Journal of Mental Health Counseling, 12 (1), 93-95.
Pedersen, P. (1994). A handbook for developing multicultural awareness. Alexandria, VA: American Counseling Association.
Perkins, L. M. (2000). The new immigrants and education: Challenges and issues. Educational Horizons, 78(2), 67-71.
Peter, S. (2002). Multicultural Schools and Monocultural Teaching Staff. European Education, 33(3), 40-53.
Ponterotto, J. G., Gretchen, D., Utsey, S.O., Rieger, B. P., & Austin, R. (2002). A revision of the multicultural counseling awareness scale. Journal of Multicultural Counseling and Development, 30, 153-180.
Ponterotto, J. G., Rieger, B. P., Barrett, A., & Sparks, R. (1994). Assessing multicultural counseling competence: A review of instrumentation. Journal of Counseling and Development, 72, 316-322.
Ponterotto, J. G., Rieger, B. P., Barrett, A., & Sparks, R., Sanchez, C. M., & Magids, D. (1996). Development and initial validation of the Multicultural Counseling Awareness Scale. In G.. R. Sodowsky & J. C. Impara. (Eds.), Multicultural assessment in counseling and clinical psychology. (pp. 247-282). Lincoln, NE: Buros institute of Mental Measurements.
Ponterotto, J., Gretchen, D., Utsey, S., Rieger, B., & Austin, R. (2000). A construct validity study of the Multicultural Counseling Awareness Scale (MCAS). Unpublished manuscript.
Pope-Davie, D.B., Reynolds, A. L., Dings, J. G., & Nielson, D. (1995). Examining Research and Practice, 26, 322-329.
Pope-Davis, D. B., & Ottavi, T. M. (1994). Examining the association between self-reported multicultural counseling competencies and demographic variables among counselors. Journal of Counseling & Development, 72, 651-654.
Pope-Davis, D. B., Ottavi, T. M., & Dings, J. (1992). Exploring variables influencing multicultural competencies of counseling practitioners. Manuscript submitted for publication.
Riley, P., & McDaniel, J. (2000). School violence prevention, intervention, and crisis response. Professional School Counseling, 4, 120-125.
Rogers, M. Ponterotto, J. (1997). Development of the multicultural school psychology counseling competency scale. Psychology in the School, 34, 211-217.
Sam, D. L. (2000). Psychological adaptation of adolescents with immigrant backgrounds. Journal of Social Psychology, 140, 5-25.
Sandhu, D. S. (1995). Pioneers of multicultural counseling: An interview with Paul B. Pedersen. Journal of Multicultural Counseling and Development, 23, 198-211.
Schmidt, J., Lanier, S.,& Cope, L. (1999). Elementary school guidance and counseling: The last 20 years. Professional School Counseling, 2, 250-257.
Shaffer, D. R. (1996). Developmental Psychology: Childhood and Adolescence (4th ed). Pacific Grove, CA: Brooks/Cole.
Sharpley, C. F., & Ridgway, I. R. (1993). An evaluation of the effectiveness of self-efficacy as a predictor of trainees’ counseling skills performance. British Journal of Guidance and Counseling, 21, 73-81.
Short, D. J. (2000). Secondary newcomer programs: Helping recent immigrants prepare for school success. Washington, DC: Center for Applied Linguistics.
Sink, C. (2002). Comprehensive guidance and counseling programs and the development of multicultural student-citizens. Professional School Counseling, 6, 130-137.
Sink, C. A., & MacDonald, G. (1998). The status of comprehensive guidance and counseling in the United States. Professional School Counseling, 2, 88-89.
Sipp, G. J., & Sudgin, G. J., & Faiver, C. M. (1988). Counselor training level and verbal response type: Their relationship to efficacy and outcome expect ions. Journal of Counseling Psychology, 35(4), 397-401.
Sodowsky, G. R. (1996). The Multicultural Counseling Inventory: Validity and applications in multicultural Training. In G. R. Sodowsky & J. C., Impara (Eds.), Multicultural assessment in counseling and clinical psychology (pp. 283-324). Lincoln: University of Nebraska-Lincoln, Buros Institute of Mental Measurements and Department of Education Psychology.
Sodowsky, G. R., Kuo-Jackson, P. Y., Richardson, M. F., & Corey, A. T. (1998). Correlates of self-reported competencies: Counselor multicultural social desirability, race, social inadequacy, locus of control racial ideology, and multicultural training. Journal fo Counseling Psychology, 4, 256-264.
Sodowsky, G.. R., Taffe, R. C., Gutkin, T. B., & Wise, S. L. (1994). Development of the multicultural counseling inventory: A self-report measure of multicultural competencies. Journal of Counseling Psychology, 41,137-148.
Speight, S. L., Myers, L. J., Cox, C. T., & Highlen, P. S. (1991). A redefinition of multicultural counseling. Journal of Counseling and Development, 70, 29-36.
Steward, R. J., Wright, D.J., Jackson, J.D., & Jo, H.I. (1998). The relationship between multicultural counseling training and the evaluation of culturally sensitive and culturally insensitive counselors. Journal of Multicultural Counseling and Development, 26, 205-217.
Sue, D. W. (2001). Multidimensional factors of cultural competence. The Counseling Psychologist, 29, 790-821.
Sue, D. W., & Sue, D. (1990). Counseling the culturally different (2nd ed.). New York: Wiley.
Sue, D. W., Arredondo, P., & McDavis, R. J. (1992). Multicultural counseling competencies and standards: A call to the profession. Journal of Multicultural Counseling & Development, 20, 64-89.
Sue, D. W., Bernier, Y., Durran, A., Feinberg, L., Pedersen, P. B., Smith, E. J., & Vasquez-Nuttal, E. (1982). Position paper: Cross-cultural counseling competencies. The Counseling Psychologist, 10, 45-52.
Sue, D. W., Carter, R. T., Casas, J. M., Fouad, N. A., Ivey, A.,E., Jensen, M., LaFromboise. T., Manese, J. E., Pnterotto, J. G., & Vazquez-Nutall, E. (1998). Multicultural counseling competencies: Individual and organizational development. Thousand Oaks, CA: Sage.
Sue, D. W., Ivey, A. E., & Pedersen, P. B. (1996). A theory of multicultural counseling and therapy. Pacific Grove: Brooks/Cole.
Thomas, A. H. (1989). Self-efficacy and counseling skills. (ERIC Document Reproduction Service No. ED 322-447).
Thompson, D. W., Loesch, L. C., & Seraphine, A. E. (2003). Development of an instrument to assess the counseling needs of elementary school students. Professional School Counseling, 7, 35-39.
Trusty, J. & Brown, D. (2005). Advocacy competencies for professional school counselors. Professional School Counseling, 8, 259-265.
Urabani, S., & Smith, M. R. (2002). Skills-based training and counseling self-efficacy. Counselor Education and Supervision, 42(2), 92-106.
Vinson, T.S.,& Neimeyer, G..J. (2000). The relationship between racial identity development and multicultural counseling competency. Journal of Multicultural Counseling and Development, 28, 177-192.
Vinson, T.S.,& Neimeyer, G..J. (2003). The relationship between racial identity development and multicultural counseling competency: a second look. Journal of Multicultural Counseling and Development, 31, 262-277.
Vontress, C. E.(1998). An existential approach to cross-cultural counseling. Journal of Multicultural Counseling and Development, 16, 73-83.
Waters, M. C.(1994). Ethnic and racial identities of second-generation black immigrants in New York City. International Migration Review, 28, 795-820.
Wheaton. J. E., & Granello, D. H. (1998). The multicultural counseling competencies of state vocational rehabilitation counselors. Rehabilitation Education, 12, 51-64.
Williams, F. C., & Butler, S. K. (2003). Concerns of newly arrived immigrant students: implications for school counselors. Professional School Counseling, 7, 9-14.
Wolf, J. T. (2004). Teach, but don't preach: Practical guidelines for addressing spiritual concerns of students. Professional School Counseling, 7, 363-366.