"As society grows more diverse, future counselors will be seeing clients with complex concerns around issues of identity, belonging, and acceptance. In order to effectively serve the United States population, it is imperative to provide future counselors with adequate conceptualization tools in order to meet their clients' needs. Theoretical links exist between the importance of understanding one's own identity and culture prior to conceptualizing the culture or identity of another (Graham & Gibson, 1996; P. Hays, 2008; Lee, 2006; Sodowsky, Taffe, Gutkin, & Wise, 1994). Empirical support of these conceptual links, however, is lacking. Although models exist for exploring multicultural considerations in clients (D'Andrea & Daniels, 2001; P. Hays, 2008; Sue, 2001), current models for examining individual identity, cultural differences, and diversity in counseling clients are limiting in that they offer little in instructions of how to deal with multiple, often intersecting or contradicting identities within one individual client. The counseling profession would benefit from a conceptual framework that assists clinicians in assessing a client's identities, but one which also allows practitioners to determine the intersection of these identities and how the client perceives these combinations. Drawing from other disciplines, one such theory that provides the perspective and understanding of the combinations and overlap of multiple identities is Social Identity Complexity (Roccas & Brewer, 2002). Developing out of theories of Cognitive Complexity (Bieri, 1955; Tetlock, 1983), Social Identity Complexity (Roccas & Brewer, 2002) offers a theoretical framework through which counselors may better be able to recognize the complexities in themselves (Self-Identity Complexity) in order to then recognize it in others (Other-Identity Complexity). Social Identity Complexity is defined as: "a new theoretical construct that refers to an individual's subjective representation of the interrelationships among his or her multiple group identities" (Roccas & Brewer, 2002, pp. 88-89). The present study explored potential relationships between levels of Self-Identity Complexity, Other-Identity Complexity, and Multicultural Counseling Competence in counseling students, practitioners, and counselor educators. Additionally, the study provides a conceptual framework for exploring Multicultural Counseling considerations in order to give practitioners a way to identify and assess the interactions of multiple, complex identities in themselves as well as how to address complexity in client identities. Overall, in a sample of 100 counseling students, practitioners, and counselor educators, significant relationships were found between Self-Identity Complexity and Other-Identity Complexity, but not between those two constructs and Multicultural Counseling Competence. A lack of connection between the ability to consider one's own identity and the identity of others with one's multicultural counseling competence has implications for counseling theory, practice, and future research. The importance of considering intersections of identity did not appear to be present in current measures of multicultural counseling competence, despite increasing diversity in clients' identities and presenting concerns. Future research is needed to continue exploring potential measures of the ability to conceptualize intersections of identity in self and others."--Abstract from author supplied metadata.

Books on intercultural communication are rarely written with an intercultural readership in mind. In contrast, this multinational team of authors has put together an introduction to communicating across cultures that uses examples and case studies from around the world. The book further covers essential new topics, including international conflict, social networking, migration, and the effects technology and mass media play in the globalization of communication. Written to be accessible for international students too, this text situates communication theory in a truly global perspective. Each chapter brings to life the links between theory and practice and between the global and the local, introducing key theories and their practical applications. Along the way, you will be supported with first-rate learning resources, including: • theory corners with concise, boxed-out digests of key theoretical concepts • case illustrations putting the main points of each chapter into context • learning objectives, discussion questions, key terms and further reading framing each chapter and stimulating further discussion • a companion website containing resources for instructors, including multiple choice questions, presentation slides, exercises and activities, and teaching notes. This book will not merely guide you to success in your studies, but will teach you to become a more critical consumer of information and understand the influence of your own culture on how you view yourself and others.

Using diverse language examples and tasks, this book illustrates how intercultural communication theory can inform second language teaching.

Containing chapters by some of the world's leading experts and scholars on the subject, this book provides a broad context for intercultural competence. Including the latest research on intercultural models and theories, it presents guidance on assessing intercultural competence through the exploration of key assessment principles.

Multiculturalism is a prevalent worldwide societal phenomenon. Aspects of our modern life, such as migration, economic globalization, multicultural policies, and cross-border travel and communication have made intercultural contacts inevitable. High numbers of multicultural individuals (23-43% of the population by some estimates) can be found in many nations where migration has been strong (e.g., Australia, U.S., Western Europe, Singapore) or where there is a history of colonization (e.g., Hong Kong). Many multicultural individuals are also ethnic and cultural minorities who are descendants of immigrants, majority individuals with extensive multicultural experiences, or people with culturally mixed families; all people for whom identification and/or involvement with multiple cultures is the norm. Despite the prevalence of multicultural identity and experiences, until the publication of this volume, there has not yet been a comprehensive review of scholarly research on the psychological underpinning of multiculturalism. The Oxford Handbook of Multicultural Identity fills this void. It reviews cutting-edge empirical and theoretical work on the psychology of multicultural identities and experiences. As a whole, the volume addresses some important basic issues, such as measurement of multicultural identity, links between multilingualism and multiculturalism, the social psychology of multiculturalism and globalization, as well as applied issues such as multiculturalism in counseling, education, policy, marketing and organizational science, to mention a few. This handbook will be useful for students, researchers, and teachers in cultural, social, personality, developmental, acculturation, and ethnic psychology. It can also be used as a source book in advanced undergraduate and graduate courses on identity and multiculturalism, and a reference for applied psychologists and researchers in the domains of education, management, and marketing.

Published in cooperation with the Association of Counselor Education and Supervision (ACES) This definitive single-volume guide is the first of its kind on teaching and developing counselor educator programs that embrace constructivist and developmental theory. Leading scholars and experts offer practical advice on teaching courses in every area of counseling practice. As a result, the book is ideal for current and future counselor educators and supervisors as well as faculty in other helping professions. The authors seek to inspire educators to empower and involve, to risk "losing control" over subject matter, to hear student voices, to pose dilemmas, and to challenge their own assumptions in the presence of their students using constructivist, developmental, and experiential thinking and strategies. Key Features: Coverage of the foundations of constructivist and developmental teaching in Part One includes the pedagogies of the classic thinkers in the teaching field, namely John Dewey, Lawrence Kohlberg, and David Kolb, explicit guidelines for teaching, the phases of counselor development, and a primer on six common teaching strategies. Carefully-crafted guides for teaching in 17 content areas in the counselor education curriculum provide readers with practical "how to" information. Innovative ideas for counselor education in Part Three offer readers keys to evaluating outcomes in counselor education, expanding technology in the field, and boldly infusing narrative theory into counselor education. Exercises in constructivist, developmental, and experiential approaches appear in chapters to give readers an opportunity to apply what they have just learned.