DEVELOPMENT OF THE MULTICULTURAL SCHOOL PSYCHOLOGY

COUNSELING COMPETENCY SCALE

margaret r. rogers
University of Maryland at College Park
joseph g. ponterotto
Fordham University-Lincoln Center
The purpose of this study was to begin to delineate competencies needed by school psychologists in the
provision of counseling services to culturally diverse clients and to develop an exploratory measure of
multicultural counseling competence in school psychology practice. The present article discusses the
development and preliminary psychometric characteristics of the Multicultural School Psychology
Counseling Competency Scale (MSPCCS). The MSPCCS, which assesses trainersperceptions of the
multicultural school psychology counseling competencies of graduating trainees, was administered
to a national sample of directors of school psychology training programs. Preliminary ndings, based
on a 57% return rate, suggest that the scale has good internal consistency reliability. Results of the fac-
tor analysis support a one factor solution for the scale. Specic considerations in the use of the scale
are discussed, and suggestions for future research are presented. 1997 John Wiley & Sons, Inc.
School psychologists are increasingly faced with the need to provide effective, relevant, and
sensitive psychological services to culturally diverse children and youths. Unfortunately, within
school psychology literature there has been scant attention devoted to discussions about the multi-
cultural competencies needed by school psychologists when providing various services to a cultur-
ally diverse clientele. In a departure from the norm, Figueroa, Sandoval, and Merino (1984) and
Roseneld and Esquivel (1985) discuss competencies for school psychologists who work with bilin-
gual/bicultural children and youth. They identify cross-cultural awareness, interpersonal sensitivity
skills, second language prociency skills, and bilingual assessment skills as key multicultural com-
petencies but do not address other multicultural competencies that school psychologists may need
when providing a range of psychological services to culturally diverse students.
One of the areas of competencies not mentioned by Figueroa et al. (1984) and Roseneld and Es-
quivel (1985) that is one of the most important psychological services school psychologists deliver to
primary and secondary education students is counseling. Recent research suggests that nationally certi-
ed school psychologists spend about 17% of their time providing counseling services to students in the
schools (Prout, Alexander, Fletcher, Memis, & Miller, 1993). Other research conducted with school psy-
chologists who practice in secondary school settings indicates that relative to all other professional skills,
counseling competencies were rated to be of paramount importance and considered to be the most cru-
cial training need during graduate preparation (Huebner, 1993). Given estimates concerning the amount
of professional time school psychologists devote to counseling and the premium placed on developing
counseling competencies, it is surprising to note the paucity of published research examining the multi-
cultural counseling competencies and skills that school psychologists need when providing counseling
services. One of the purposes of the present study was to begin to identify the multicultural counseling
competencies relevant to the delivery of school psychological services to diverse students in the schools.
It is interesting to note that within the closely related specialties of clinical and counseling psy-
chology, the literature on the features of the culturally competent mental health practitioner is marked-
ly different than the school psychology literature. Within these two psychology specialities, the liter-
ature is rich with examples of relevant research and theorizing (see Allison, Crawford, Echemendia,
Robinson, & Knepp, 1994; Bernal & Castro, 1994; Ponterotto & Casas, 1991; Ridley, Mendoza,
Psychology in the Schools, Vol. 34(3), 1997
1997 John Wiley & Sons, Inc. CCC 0033-3085/97/030211-07
211
Appreciation is extended to Jane Close Conoley for her helpful comments and suggestions about earlier drafts of por-
tions of this manuscript. Requests for reprints should be sent to Margaret R. Rogers, Ph.D., 3234B Benjamin Bldg., Univer-
sity of Maryland at College Park, College Park, Maryland, 20742.
WD5868.211-218 4/29/97 11:05 AM Page 211
Kanitz, Angermeier, & Zenk, 1994; Sodowsky, Taffe, Gutkin, & Wise, 1994; Sue, Arredondo, & Mc-
Davis, 1992). Of particular importance is an early article by Sue, Bernier, Durran, Feinberg, Peder-
sen, Smith, and VasquezNuttall (1982) that proposed a set of cross-cultural competencies needed by
effective counseling psychologists in providing services to culturally diverse clients. These compe-
tencies have since been transformed into four different measures of cross-cultural counseling compe-
tency: the Cross-Cultural Competency Inventory (CCCI; Hernandez & LaFromboise, 1985) now the
Cross-Cultural Counseling Inventory-Revised (CCCI-R; LaFromboise, Coleman, & Hernandez,
1991), the Multicultural Counseling Awareness ScaleForm B (MCAS:B; Ponterotto, Rieger, Bar-
rett, Harris, Sparks, Sanchez, & Magids, 1996; Ponterotto, Sanchez, & Magids, 1991), the Multicul-
tural Counseling Inventory (MCI; Sodowsky, 1996; Sodowsky et al., 1994), and the Multicultural
Awareness-Knowledge-and-Skills Survey (MAKSS; DAndrea, Daniels, & Heck, 1991).
Three of these measures (e.g., the MCAS:B, the MCI, and the MAKSS) are self-report instru-
ments designed to provide counselors with a self-assessment of their cross-cultural counseling com-
petencies. The remaining measure, the CCCI (Hernandez & LaFromboise, 1985) revision CCCI-R
(LaFromboise et al., 1991) is a rating scale designed to be used by counseling supervisors to assess
their supervisees cross-cultural counseling competencies. All four measures have been developed
for use within a counseling context in which the psychologist is delivering services to a mostly adult
clientele in private practice or public mental health settings. In comparison to the client population
of most counseling and clinical psychologists, the primary counseling client for a school psycholo-
gists is more likely to be a child or adolescent who receives the counseling services within a school
context. To date, no research is available that explores adaptations of any of the counseling compe-
tency scales for use with school psychologists who counsel diverse children and adolescents within
primary and secondary education settings. In addition, no study has attempted to assess the multi-
cultural counseling competencies of future school psychologists.
The present study was undertaken to extend previous research by Hernandez and LaFromboise
(1985) and LaFromboise et al. (1991) by beginning to identify the multicultural counseling competen-
cies of school psychologists and translate those competencies into an exploratory measure of multi-
cultural school psychology counseling competencies. The exploratory measure was designed as a com-
plement to existing measures of cross-cultural counseling competency. Our aim was to develop a brief
scale that could be used for training, as well as research, purposes to assess and evaluate the multicul-
tural counseling competencies of future school psychologists. We wanted to begin to establish the psy-
chometric properties (i.e., reliability and validity) of the exploratory scale and expected that the set of
items would have signicant correlations and good internal consistency. The original Sue et al. (1982)
multicultural counseling competency conceptualization posited a general multicultural competence
that could be further sub-divided into awareness (beliefs and attitudes), knowledge, and skills. How-
ever, factor analytic work (reviewed in Ponterotto, Rieger, Barrett, & Sparks, 1994) on the MCAS:B,
CCCI-R, and MCI has not supported the tripartite conceptualization of Sue et al. (1982). Given the
mixed factor structure ndings of the multicultural counseling competency scales, and acknowledging
our goal of presenting a brief and efcient measure, we hypothesized that a global (uni-dimensional)
factor of multicultural competence would emerge. This construct assesses a global awareness of mul-
ticultural issues relevant to the school psychology trainee. The present report describes the develop-
ment and preliminary psychometric characteristics (i.e., internal consistency and factor structure) of the
exploratory Multicultural School Psychology Counseling Competency Scale (MSPCCS).
Method
Subjects
Directors of all school psychology training programs identied in the Directory of School Psy-
chology Programs (Brown & Minke, 1984) were recruited to participate in a study designed to as-
212 Rogers and Ponterotto
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sess the status of multicultural training occurring within school psychology programs nationwide
(see Rogers, Ponterotto, Conoley, & Wiese, 1992). Although not discussed in the Rogers et al. (1992)
results, as part of that study program directors were asked to complete the MSPCCS. More speci-
cally, program directors were asked to rate their school psychology graduate students using the
MSPCCS as an index of their perceptions of students multicultural counseling competence. Out of
211 doctoral and nondoctoral school psychology training programs surveyed, directors from 121
(57%) responded to the MSPCCS.
Development of MSPCCS
The Multicultural School Psychology Counseling Competency Scale (MSPCCS) is comprised
of 11 questions and contains an operationalized version of the cross-cultural counseling competen-
cies needed by professional psychologists as generated by Sue et al. (1982). The Sue et al. compe-
tencies were developed following recommendations from APAs Board of Ethnic Minority Affairs
and suggestions from numerous conferences on graduate education (e.g., 1973 Vail Conference) re-
garding the need to identify and assess the multicultural competencies of psychologists. A copy of
the nal version of the MSPCCS is presented in the Appendix.
The MSPCCS departs from Sues original competency statements in two signicant ways. First,
the language used in the stem that precedes the competency statements was modied to make it rel-
evant to the assessment of future school psychologists multicultural counseling competencies. For
example, the stem for the Sue competency statements stated The culturally skilled counseling psy-
chologist is one who . . . and was changed for the MSPCCS to When school psychologists gradu-
ate from your program, to what extent are they . . .
The second change refers to the fact that the Sue et al. competency statements were transformed
into a measure of school psychology multicultural counseling competency. This represents the rst
time that the statements have been used in such a manner in school psychology research. The Sue et
al. cross-cultural competency statements have been previously employed in counseling psychology
research (Pomales, Claiborn, & LaFromboise, 1986) within the 11-item CCCI (Hernandez &
LaFromboise, 1985), and the 20-item CCCI-R (LaFromboise et al., 1991). Although we did not al-
ter the competency statements that were drawn from Sue et al. when we used them as the basis for
the exploratory measure of multicultural school psychology counseling competencies, by changing
the stem that precedes the statements, we strove to create a scale relevant to school psychology. We
expected that the meaning and interpretation of the statements would differ in the present context
from their use by Pomales et al. (1986) and LaFromboise et al. (1991) because of differences in client
population and service delivery contexts that impact the nature of counseling services delivered by
counseling psychologists and school psychologists.
Procedure
The study was designed to begin to identify multicultural counseling competencies for school
psychologists and to establish the reliability and validity of the exploratory MSPCCS. After deter-
mining item clarity and face validity (described in Results), the MSPCCS was sent to a national sam-
ple of program directors (as described in Rogers et al., 1992) who were asked to complete and re-
turn the scale. The resulting data were analyzed using coefcient alpha and principal component
procedures and are reported in Results.
Results
Scale Validation
Item clarity and face validity. To determine face validity, items on the scale were reviewed
by nine experts in school psychology. Four experts were psychology faculty at a large midwestern
Competency Scale 213
WD5868.211-218 4/29/97 11:05 AM Page 213
university with experience teaching relevant coursework and a record of publications and/or profes-
sional presentations at national conferences concerning relevant multicultural topics. The remaining
ve reviewers were completing pre-doctoral internships in school psychology. The interns were se-
lected and included as part of the expert pool because they had completed a graduate course in mul-
ticultural counseling and had had relevant training experiences during eldwork providing school
psychology services to racially and ethnically diverse children and youth. The experts rated each
item for clarity and understandability on a ve-point Likert scale ranging from (1) vague/ambiguous
to (5) clear/concise. Only items receiving a rating of 4 or better by all reviewers were retained in the
nal version of the scale and all of the original 11 items were retained.
Construct validity. To begin to provide empirical validation for the scale, the data from the
MSPCCS were analyzed using factor analytic procedures. More specically, a principal components
factor analysis (Nie, Hull, Jenkins, Steinbrenner, & Bent, 1975) was performed on the 11 statements
which comprised the MSPCCS. The goal of this analysis was to test our hypothesis that the 11 scale
items could be conceptualized as a uni-dimensional measure of multicultural awareness/sensitivity.
The present principal components analysis yielded one factor with an eigenvalue greater than 1.00,
which accounted for 46.9% of the common variance. Ascree test also supported a single factor so-
lution. Thus, the results of the factor analysis suggest that the statements clustered into one catego-
ry, instead of three (beliefs/attitudes, knowledge, and skills). This difference may signal that the
awareness, knowledge, and skill items in the Sue et al. (1982) model are highly intercorrelated. This
nding may also be attributed to the nature of the sample employed in the present study as well as
to the small number of items on the MSPCCS. It is not likely that only 11 items could form the ba-
sis of a robust interpretable multi-dimensional model.
The factor loading, communality estimates, item-total correlation, mean, and standard devia-
tion for each item are displayed in Table 1. The factor loadings for the 11 items ranged from .40 to
.78. The total score range for the 11 items on the scale was 1144. Higher scores suggest greater per-
ceived multicultural counseling competency; lower scores reect lesser perceived competency. The
overall mean score across the 11 items was 3.05 (SD .47) indicating that program directors gen-
erally saw their graduates as somewhat prepared.
214 Rogers and Ponterotto
Table 1
Factor Loadings, Communalities, Item-Total Correlations, and Means and Standard Deviations
for the Multicultural School Psychology Counseling Competency Scale (MSPCCS)
Item-total
Item number Factor 1 Communality r M SD
1. .61 .38 .61 3.00 .72
2. .68 .47 .65 3.39 .62
3. .72 .53 .69 3.24 .70
4. .75 .56 .73 3.12 .66
5. .77 .60 .74 3.06 .71
6. .78 .61 .74 2.63 .74
7. .64 .41 .63 3.03 .73
8. .40 .16 .37 3.75 .48
9. .64 .41 .62 2.75 .67
10. .73 .54 .73 2.65 .72
11. .68 .47 .67 2.95 .83
Total 33.24 5.54
Total mean 3.05 .47
Note. Dashes are used to indicate that the item did not apply.
WD5868.211-218 4/29/97 11:05 AM Page 214
Internal consistency. Cronbachs coefcient alpha provided evidence for the internal consis-
tency of the exploratory MSPCCS. The reliability of the scale was .88 and indicated that the 11 item
scale had good internal consistency for the sample. As coefcient alpha is a measure of scale ho-
mogeneity, this nding provides further support for the construct validity of our one-factor model
(see Walsh & Betz, 1990). The item-total correlations (Table 1) also supported the internal consis-
tency of the scale. The items were moderately correlated, with 10 of the 11 correlations in the .61.74
range. One item, number 8, had an item-total correlation of .37 and is unlike the other 10 scale items
in that it asks the respondent about his/her understanding of the generic characteristics of the school
psychologist rather than assessing a specic counseling skill. Therefore, the item may not relate as
centrally as the other items do to counseling competencies.
Discussion
The goal of the present project was to begin to clarify what constitutes culturally appropriate
behavior for school psychologists providing counseling services in the schools and to develop a brief,
exploratory measure that assesses and evaluates the multicultural school psychology counseling
competencies of future school psychologists. The present ndings suggest that the MSPCCS has very
satisfactory internal consistency reliability. These reliability results approximate those of Hernandez
and LaFromboise (1985) and Pomales et al. (1986) who reported coefcient alphas of .92 and .88
respectively, using another version of the CCCI in their counseling research. In terms of the con-
struct validity of the MSPCCS, the factor analytic results support a one factor solution which ac-
counted for 46.9% of the common variance. This initial construct validity evidence suggests that the
scale items cluster into a uni-dimensional construct yielding a single score on the MSPCCS as a mea-
sure of perceived multicultural school psychology counseling competency preparedness.
As an exploratory measure, the MSPCCS will benet from additional research that establishes its
content validity and criterion validity. Although experts were used in collecting one type of face valid-
ity data when the MSPCCS was being developed, the relevance of the MSPCCS items were not as-
sessed. Thus, the scale may have contained other, more representative items had experts been asked for
more information about what to include in the scale. This limitation has signicant implications in terms
of the validity of the scale. The MSPCCS, although primarily based on the work of counseling psy-
chologists, contains skills discussed by Figueroa et al. (1984) and Roseneld and Esquivel (1985) con-
cerning specic competencies needed by school psychologists working with bicultural/bilingual chil-
dren. Like the Figueroa et al. (1984) and Roseneld and Esquivel (1985) competencies, those addressed
by the MSPCCS include cross-cultural awareness and interpersonal sensitivity skills. However, the
MSPCCS adds to those competencies by also focusing on the school psychologists ability to deal with
diverse ecological and societal factors that inuence culturally diverse children and youth and impact
the counseling experience. The similarities of the competencies lend tacit support for the content va-
lidity of the MSPCCS. But, they also draw attention to the possibility that a more complete and fuller
description of school psychologists multicultural competencies across broad domains of professional
service delivery (e.g., assessment, consultation) may need to be represented in future versions of a scale
of school psychology multicultural competence so that a more complete and comprehensive assess-
ment of school psychologists multicultural competencies can be performed.
Suggestions for Future Research
Aunique feature of this study was that it operationalized multicultural school psychology coun-
seling competencies via the MSPCCS. We acknowledge that other researchers may have viewed this
area differently and thus may have conceptualized multicultural counseling competency in an alter-
nate manner. Taken as such, the MSPCCS represents just one exploratory way to measure and as-
sess the school psychology multicultural counseling competencies of future school psychologists.
Competency Scale 215
WD5868.211-218 4/29/97 11:05 AM Page 215
Despite this, the current work is the rst known attempt to develop such a scale in school psycholo-
gy research and lays the foundation for further work examining variables related to the multicultur-
al counseling competence of school psychology graduates. Of critical importance to future research
would be examining the relationship between ratings of multicultural competence of future school
psychologists on the MSPCCS and actual indices of multiculturally sensitive behavior in profes-
sional counseling settings. To develop the criterion-related validity of the MSPCCS, it would be help-
ful to assess and compare the graduates of programs deemed to be leading examples of multicultur-
al training versus the graduates of typical programs. It would be useful to see if programs perceived
as exemplary in their multicultural training produce graduates who demonstrate multicultural coun-
seling skills. It would also be useful to know whether graduates from these programs differ in skills
from graduates of typical or non-exemplary programs. Future research may also explore the devel-
opment of the MSPCCS as a self-report instrument so that school psychologists who practice as
counselors can assess their own professional development and identify possible training needs.
Finally, future studies involving the MSPCCS as a self-report instrument may seek to examine
the social desirability of participant responses to the scale. As PopeDavis and Dings (1995) point
out, one limitation of self-report measures is the tendency for respondents to try to present them-
selves in the most favorable light. Researchers interested in transforming the MSPCCS into a self-
assessment measure would be wise to incorporate an index of impression management during the
scale development process. As a beginning measure of multicultural school psychology counseling
competency, much more research is needed if school psychologists are to improve and document
their professional functioning in serving persons from diverse cultures.
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Competency Scale 217
Multicultural School Psychology Counseling Competency Scale
When school psychologists graduate from your program, to what extent are they:
Not at Very
all much
1. Aware of her/his own cultural heritage 1 2 3 4
and values
2. Accepting and respecting of others 1 2 3 4
culture
3. Aware of potential biases toward other 1 2 3 4
cultures stemming from her/his own culture
4. Comfortable with racial differences that 1 2 3 4
may exist between s/he and others
5. Sensitive to personal biases, level of 1 2 3 4
acculturation, and sociopolitical inuences
that may dictate referral of a minority client
6. Understanding of the sociopolitical 1 2 3 4
systems operation in the U.S. with respect
to its treatment of minorities
7. Possessing of specic knowledge and 1 2 3 4
information about the racial/ethnic group
s/he works with
8. Understanding of the generic characteristics 1 2 3 4
of the school psychologists role
9. Aware of institutional barriers that hinder 1 2 3 4
racial/ethnic minorities use of
mental health services
10. Able to send and receive culturally sensitive 1 2 3 4
verbal and nonverbal messages accurately
and appropriately with racial/ethnic minority
clients
11. Able to exercise systems level advocacy 1 2 3 4
efforts on behalf of client when appropriate
APPENDIX
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