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Course Title

Deepening Cultural Competence:Advanced Strategies for Counselors

Course Number

ISCA 408

Course Overview

As counselors, we make a commitment to engage in life-long learning, not only for our personal growth and development, but also to enhance our professional acumen and clinical skillset.

As a participant in this second installment of the course, you will deepen your understanding of what it means to be a culturally competent counselor through the use of different evidence-based strategies, culturally responsive interventions, and mindful self-regulation skills.

Additionally, you will engage in collaborative exercises to reflect your thoughts and feelings, practice your counseling skills in vivo, and generate ideas about how to transform your counseling program and better advocate for your students and community members.

Furthermore, through the implementation of new strategies and interventions, you will continue to develop and enhance your skills and counseling approach from being culturally competent to more culturally responsive. You will identify how to translate your knowledge into actionable and measurable community change initiatives.

This course offers a safe space for your compounding reflection, leading to continued integration of new learning, self-understanding, and self-acceptance. At the culmination of this course, you will develop a personalized plan of action to help guide your growth as an international counseling professional. This course offers you numerous opportunities to expand your network, your knowledge, and your ability to respond to the varying needs of your community members ethically, with empathy, and with understanding.

This course will support you in providing strategies for your students to be able to:

SE:A1:3 Develop self-awareness and self-management skills essential for mental health

SE:A1:6 Develop healthy ways to identify, express, and respond to one’s emotions

SE:A1:7 Identify personal and social identities

SE:A2:2 Develop empathy, respect, compassion, and acceptance of differences which are essential components of healthy relationships

SE:B1:4 Accept responsibility for own decisions and modify behavior accordingly

GP:A1:2 Differentiate between surface culture and deep culture GP:A1:3 Explore how cultural traditions impact one’s identity GP:A1:5 Examine the ways in which cultural values and beliefs may conflict

GP:A1:7 Examine the impact that cultural values may have on the privilege or marginalization of groups

GP:A1:8 Examine prejudices and biases

GP:A1:9 Engage in local cultures and languages where one lives GP:A2:2 Identify shared values between self and others GP:A2:6 Accept feedback as a means to personal growth with regards to understanding other perspectives

GP:B1:3 Analyze the complexity of a person’s identity in relation to the concept of intersectionality

GP:B2:6 Compare and contrast one’s own cultural identity to the cultural identity of others

GP:B2:7 Use awareness of self to effectively navigate settings with diverse individuals and groups

GP:D1:3 Demonstrate awareness of cultural adjustment

This course is aligned to the following school counselor standards and competencies:

A.3.a. Provide students with a culturally responsive school counseling program that promotes academic, career and social/emotional development and equitable opportunity and achievement outcomes for all students.

A.9.d. Provide culturally responsive mental health resources to parents/guardians.

A.15.c. Promote equity and inclusion through culturally affirming and sustaining practices honoring the diversity of families. Recognize that all parents/guardians, custodial and noncustodial, are vested with certain rights and responsibilities for their children’s welfare by virtue of their role and according to law.

B.3.k. Honor the diversity and identities of students and seek training/supervision when prejudice or biases interfere with providing comprehensive school counseling services to all pre-K– 12 students. School counselors will not refuse services to students based solely on personally held beliefs/values rooted in one’s religion, culture, or ethnicity. School counselors work toward a school climate that embraces diverse identities and promotes equitable outcomes in academic, career and social/emotional development for all students.

Intended Audience

Professional School Counselors

Aspiring School Counselors

Educational Psychologists

Licensed Mental Health Clinicians, etc.

Essential Questions

  • What kind of paradigm shift is necessary to evolve from being a culturally competent counselor to a more culturally responsive counselor? What type of behavioral and cognitive changes would be noticed?
  • How will you collaborate with school leadership, community members, and external providers to deliver a comprehensive, culturally responsive, and engaging counseling program?
  • How will the prioritization of self-care and community connection impact your ability to sustain this work with fidelity?
  • What does continual learning and synthesizing of information look like professionally as you grow in your knowledge of self and in your understanding of this topic?



Participants will have knowledge about:

Participants will be able to:

  • The different ways they can initiate and implement change in a multi-tiered system of student support.
  • The importance of supervision and community connection as they grow in their field of work.
  • The role of the counselor as a leader, as a consultant, and as a student advocate.
  • Different evidence-based and culturally appropriate instruments and interventions to use to better support all students, especially underrepresented and marginalized students.

  • Use a cultural genogram to better understand familial cultural patterns and relationships.
  • Identify mindful interventions to support students’ specific needs
  • Create genuine ways of connecting to and collaborating with internal and external counseling professionals
  • Facilitate reflective sessions where people can process their thoughts and feelings and build community through small group sessions.
  • Create interventions for an MTSS system of support
  • Use the Cultural Formulation Interview to gain a more accurate understanding of the presenting problem

About the Facilitator

Kindall Tyson is a Licensed Professional Counselor Supervisor, Professional School Counselor, and National Certified Counselor impassioned by supporting students to lead more authentic and fulfilling lives and mature into the person they desire to be.

She has worked in various settings from community mental health facilities, group homes, middle schools in the US, international schools in Beijing, and private practice. Supporting culturally diverse communities in these setting helped her to deepen her understanding of and appreciation for culturally responsive counseling and programming.

Kindall specializes in working with adolescents and their families, and she currently resides Beijing, China and works as the lead social-emotional counselor at a top international school while also operating her private therapy and consulting practice, globally. Not only does Kindall understand the importance of individuals being seen and supported, but she also recognizes that students possess the necessary tools to effect positive change in their lives.

Through her work, she aims to help facilitate the process of illumination, self-discovery, and goal setting with empathy and collaboration. Furthermore, she is passionate about reducing the stigma surrounding mental health and helping others live their lives with power and purpose.

Dates and times of offerings

April 24, May 1 and 8 2025 - 12:00PM UTC

Contact hours

9 Hours

Time commitment between sessions

5 Hours

Required Resource(s)


Cultural Formulation Interview

Cultural Genogram template


Chapter 1: Setting the Stage for Competency (Multicultural Counseling Workbook, pgs. 3-40)

ASCA Code of Ethics

ISCA Student Standards

ADDRESSING framework


American Psychiatric Association. (2013). Cultural Formulation Interview (CFI).

https://www.psychiatry.org/File%20Library/Psychiatrists/Practice/ DSM/APA_DSM5_Cultural-Formulation-Interview.pdf

American School Counselor Association. (2021). The school counselor and cultural diversity. Www.schoolcounselor.org.

https://www.schoolcounselor.org/Standards-Positions/Position Statements/ASCA-Position-Statements/The-School-Counselor and-Cultural-Diversity

Building Cultural Humility. (2022, March 14). Western Michigan University. https://wmich.edu/arts-sciences/building-culturalhumility#:~:text=Learn%20About%20Yourself%20%2D%20explor e%20your

CET, P. (2018, August 30). 3 Greatest Challenges to Be(com)ing a Culturally Competent Therapist. Praxis Continuing Education and Training. https://www.praxiscet.com/posts/3-greatest-challengesbecoming-a-culturally-competent-therapist/

CHEA - Cultural Humility. (2023). CHEA.

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Clay, R. (2010). How do I become culturally competent? Www.apa.org. https://www.apa.org/gradpsych/2010/09/culturally-competent Cooks-Campbell, A. (2022). How cultural humility versus cultural competence impacts belonging. Www.betterup.com.

https://www.betterup.com/blog/cultural-humility-vs-cultural competence

Cultural Competence: What Does It Mean For Educators? (n.d.). Www.youtube.com. https://youtu.be/U42MApeXi9w

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Foronda, C., Baptiste, D.-L., Reinholdt, M. M., & Ousman, K. (2016). Cultural humility: A concept analysis. Journal of Transcultural Nursing, 27(3), 210–217.


Hays, P. A. (2022). ADDRESSING CULTURAL COMPLEXITIES IN COUNSELING AND CLINICAL PRACTICE : an intersectional approach. Amer Psychological Assn.

Hook, J. N., Watkins, C. E., Davis, D. E., Owen, J., van Tongeren, D. R., & Marciana, J. R. (2016b). Cultural Humility in Psychotherapy Supervision. American Journal of Psychotherapy, 70(2), 149–166. https://doi.org/10.1176/appi.psychotherapy.2016.70.2.149

June 3, J., & Comments, 2020 2. (2020, June 3). The Johari Window. Jennifer Nurick. https://jennynurick.com/the-johari-window/

Korn, L. E. (2016). Multicultural counseling workbook : exercises, worksheets & games to build rapport with diverse clients. Pesi Publishing & Media.

NAMI. (2022, July 27). {OG: Title}. NAMI. https://www.nami.org/mental health-systems/what-does-a-culturally-responsive-framework look-like/

Module 8: Cultural Competence & Cultural Humility – Project

READY: Reimagining Equity & Access for Diverse Youth. (n.d.).


Mosher, D. K., Hook, J. N., Captari, L. E., Davis, D. E., DeBlaere, C., & Owen, J. (2017a). Cultural humility: A therapeutic framework for engaging diverse clients. Practice Innovations, 2(4), 221–233. https://doi.org/10.1037/pri0000055

Mosher, D. K., Hook, J. N., Captari, L. E., Davis, D. E., DeBlaere, C., & Owen, J. (2017b). Cultural humility: A therapeutic framework for engaging diverse clients. Practice Innovations, 2(4), 221–233. https://doi.org/10.1037/pri0000055

Myers, K., Morse, A., & Myers, J. (2014). When Unchecked Biases Lead to Imposition of Values: The Case for Counseling Ethics.

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NCCC: Curricula Enhancement Module Series. (n.d.). Nccc.georgetown.edu. https://nccc.georgetown.edu/curricula/culturalcompetence.html# :~:text=Have%20the%20capacity%20to%20(1

Project Implicit. (2011). Project Implicit. Harvard; Project Implicit. https://implicit.harvard.edu/implicit/takeatest.html

Rutledge, M. (2019, October). Cultivating Cultural Responsiveness - American School Counselor Association (ASCA).


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SAMHSA. (2016). Improving Cultural Competence QUICK GUIDE FOR CLINICIANS. https://store.samhsa.gov/sites/default/files/sma16- 4931.pdf

Santa Clara University. (2022). Culturally Competent Care in U.S. Clinical Health Care Settings. @SantaClaraUniv.


Schulz, L., Hurt, K., & Lindo, N. (n.d.). My Name Is Not Michael: Strategies for Promoting Cultural Responsiveness in Schools.


Shaw, S. (2016, December 27). Practicing cultural humility - Counseling Today. Counseling Today.

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