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