ABSTRACT
Introduction
Rapidly changing societies need counsellors capable of working effectively with individuals from diverse cultural backgrounds. However, multicultural and social justice topics in counsellor education are often scarce and mainly theoretical. There is limited understanding of how ongoing, practice-focused inclusive training influences trainees’ attitudes and skills. This research investigated the impact of inclusive teaching methods on counselling trainees’ multicultural perspectives, perceived abilities and social justice views, as well as how trainees perceive and experience this learning process.
Methods
An explanatory sequential mixed-methods approach was used. Over 10 weeks, a comprehensive training programme was conducted with 26 counselling trainees at a state university in Türkiye. The quantitative phase involved a pre-/post-test design with a single group, utilising the Multicultural Attitude Scale for Psychological Counsellors, the Social Justice Scale and the Cultural Acceptance component of the School Counsellor Self Efficacy Scale. Data analysis included paired-samples t-tests and Wilcoxon signed-rank tests. For the qualitative phase, semi-structured interviews were examined through thematic content analysis.
Results
Post-test scores were notably higher than pre-test scores in areas such as multicultural attitudes (t(25) = 3.43, p < 0.05), social justice (Z = −2.57, p < 0.05) and cultural acceptance self-efficacy (Z = −2.65, p < 0.05). The interview results detailed these improvements, indicating increased cultural sensitivity, heightened awareness of systemic inequality and a greater willingness to advocate.
Conclusion
Inclusive practices enhance both the attitudes and skills essential for culturally responsive counselling, serving as teaching models for key therapeutic abilities. Counsellor training should incorporate inclusive, practice-focused content that equips students to effectively work with clients from diverse backgrounds.