DIGEST - Volume 11, Issue 2

14 TPC Digest 15 TPC Digest | TPC Digest | TPC Digest Read full article and references: Irvine, T., Labarta, A., & Emelianchik-Key, K. (2021). Using a relational-cultural and Adlerian framework to enhance multicultural pedagogy. The Professional Counselor , 11 (2), 233–247. doi: 10.15241/ti.11.2.233 Taylor Irvine, Adriana Labarta, Kelly Emelianchik-Key Using a Relational-Cultural and Adlerian Framework to Enhance Multicultural Pedagogy ouselor education programs are mandated to assist trainees in developing essential multicultural and social justice competencies to become culturally competent counselors. This diversity training entails equipping trainees with the awareness, knowledge, and skills to competently and ethically serve and advocate for diverse client populations. To accomplish this task, counselor educators must draw upon inclusive and culturally responsive educational practices that acknowledge dynamics of power, privilege, and oppression. Despite this evident need, counseling research has persistently highlighted deficits in multicultural education that hinder the development of crucial multicultural competencies. Furthermore, ongoing societal injustices call for counselor educators to engage in self-reflection and examine oppressive pedagogical practices that may perpetuate inequitable systems for marginalized students, clients, and communities. T he framework provided in this manuscript is a multicultural pedagogical approach informed by two counseling theories: relational-cultural theory (RCT) and Adlerian theory. Our proposed framework is predicated on the development of growth-fostering relationships between students and professors. Using this framework, we suggest that counselor educators promote multicultural and social justice competency among trainees by practicing cultural humility and authenticity, incorporating experiential training strategies, and facilitating routine processing of trainees’ reactions. Three components comprise this framework: 1) an equitable learning environment, 2) awareness of individual and relational dynamics, and 3) active engagement. We provide an in-depth review of these components and explore various pedagogical strategies to create a classroom environment centered on RCT and Adlerian principles. In addition, this framework poses several implications for enhancing clinical competency and self-efficacy with multicultural concepts. Finally, we conclude with recommendations for future research to examine the efficacy of the proposed pedagogical model to enhance multicultural competency and humility in counseling trainees. Taylor Irvine, MEd, EdS, LMHC, is a doctoral candidate at Florida Atlantic University. Adriana Labarta, MEd, EdS, LMHC, is a doctoral candidate at Florida Atlantic University. Kelly Emelianchik-Key, PhD, NCC, ACS, LMHC, LMFT, is an associate professor at Florida Atlantic University. Correspondence may be addressed to Taylor Irvine, Florida Atlantic University, 777 Glades Rd. [ED 47], Rm. 271, Boca Raton, FL 33431, tirvine1@fau.edu. C