A Multicultural Personal Growth Group as a Pedagogical Strategy with Graduate Counseling Students

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Jennifer Johnson Glenn Lambie

Abstract

The present study investigated a six-week multicultural personal growth group as a pedagogical strategy to support first-year graduate counseling students’ (N = 20) levels of ethnic identity development (Phinney & Ong, 2007) and social-cognitive maturity (Hy & Loevinger, 1996). Students’ levels of ethnic identity and social-cognitive development did not change; however, 90% (n = 18) of the students reported valuing the group experience and appreciated the group leaders facilitation of the pedagogical strategy. Implications for the scholarship of teaching and learning are discussed.

 

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How to Cite
Johnson, J., & Lambie, G. (2012). A Multicultural Personal Growth Group as a Pedagogical Strategy with Graduate Counseling Students. Journal of the Scholarship of Teaching and Learning, 12(3), 125-141. Retrieved from https://scholarworks.iu.edu/journals/index.php/josotl/article/view/2147
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