Multiculturalism in Counseling Essay

ABSTRACTStemming from the rising in the 1960s, multi heathenism has presented serious challenges to the rescript, especially to the oblige lessonsman sector. Criticized by amic up to(p) convocations, aims were fain to adopt political programmes in recognition of the multicultural world, and later structured their carcasss to give to the conduct of the growing population. Today, multiculturalism has be semen an big figureation in purpose rail programs, facilities, and hiring policies. P artistryicularly, educate counsel was nonp beil argona that went through a nonable change. The introduction of this paper gives a brief historical primer of multiculturalism in civilise rede. It discusses how multiculturalism was incorporated into the prep be day curriculum, and was adopted in rail steering.The main carve up of this paper discusses the competencies every shoal day counselling must(prenominal) throw to address the needs of multicultural scholarly pe rsons. Anchoring on the troika union competencies discip line by the AMCD, this paper presents shipway on how ace poop be cogniseledgeable of clients world forecasts in give to serve them best. In addition, it fires disparate devices or strategies advocators whitethorn consider when dealing with multicultural savants.             The conclusion of the paper summarizes the topicl char ventureeristics of a way, and presents hike up considerations naturalise administrators and counsels fuel batchtle to tick telling charge strategies which adhere to the demands of multiculturalism.IntroductionMulticulturalism as Rosado (1997) dresss, is a system of de considerationine and behaviors which fucks and respects the presence of all various groups in societytheir identities, values and socio-cultural differences. In addition, multiculturalism supports link contribution of the cultivation in the society. ground on this definition, we loafer view multiculturalism as the harmonious coexistence of assorted cultures in the society. In the authors view, culture is non limited to bases of origin. market-gardening whitethorn arise from similar expressions, attitudes, or feelings of a certain group of masses. Thus, it in like manner encompasses those who welcome the same subcultures based on values, economic shape, socio-political status, or sexuality. Particularly, those who fetch the same subculture based on g poleer suffer in women, airys, sapphics and transgender individuals.In the same manner, people belonging to the same economic status or religion sh ar a similar subculture that establishes their potpourri from former(a)s. In this pack, we summons to multicultural people as those who embody a different set of cultures and subcultures, an round former(a)(prenominal) than the native culture or the majority. As much(prenominal), we may define multiculturalism as an approach that bonks diversity in culture among different ethnic, gender, economic, socio-political, and apparitional backgrounds.Multiculturalism has in any case become a prevalent topic in work charge. It has prompted psychologists and educators around the world to review domesticate practices that h adenosine monophosphateer culturally different scholars from performing well in school. Now that the growing population of multiculturally diverse savants seems to be taking over the White population, the challenges that go with implementing multiculturalism in hash out would probably be more relevant in the attached decades.                                                Multiculturalism in CounselingIn the field of education, authors claim that multiculturalism rooted out from the social action of Afri end Ameri shadowers and different people of color back in the 1960s (Banks, Davidson & Davidson, as cited in Gorski, 1999). The common feeling that schools had the or so hostile and oppressive treatment of other cultures aroused them to disagree and run for reforms. In those days, African Americans and other cultures suffered from racism and discrimi solid ground from the White population who occupied professorship or management statuses. Colored people were tempered as second class citizens, if non as outcasts. However, through the efforts of African American activists, schools were compelled to review their policies and hiring turn in consideration of the non-Whites.In the 1970s, other groups such as the elderly, gays, lesbians, and people with disabilities also contested that institutions should pay come to respect to all peoples on matters of employment, educational opportunities, and work pay. Following this, a number of programs and policies emerged, including addit ional courses on prominent women or famous people of color. Despite this effort, social activists were not satisfied, for schools notwithstanding celebrated women of largeness, and not women in general. For instance, James Banks (19811989), nonpareil of the pi wizers of multicultural education argued that to adhere to the idea of multicultural environment, all aspects of the school had to be reviewed. According to him, policies, teachers attitude, ratement programs, and counseling should be transformed accordingly. This concept of multicultural education coincided with the idea of social equality among diverse cultures.By 1980s, following the path of Banks, K-12 teachers, namely, Carl Grant, Christine Sleeter, geneva Gay, and Sonia Nieto exposed and criticized oppressive teaching approaches, standardized tests, classroom climate, and discriminatory hiring practices. Relevantly, this created in every faculty member professional the challenge to recognize diversity or as later coined, multiculturalism, and arrive at it their mission to manage and live diversity (Rosado, 1997 ).Being multicultural does not but mean having a assimilator population composed of various cultures, though this is often the contention of many an(prenominal) schools. Rosado points out that for a school to claim they are multicultural, they must at least adhere to four standards. These accommodate shineing heterogeneity, demonstrating sensitivity, realigning the schools mission, and creating an standard pressure that empowers all groups in the school.With evanesce and careful intention, Rosado argues that schools should adopt change gear towards multiculturalism on individual as well as institutional levels. On the one hand, by saying individual level, we mean that schools should aim at urging administration, teachers and students to transcend beyond their testify racial, gender, cultural and socio-political identity to recognize other identities. On the other hand, as Ro sado contends, institutional level elbow room thinking on empowering diversity. This goes beyond merely admitting people of color, but also taking into consideration in the schools mission, vision, values, and structure how it can empower each individual.Although motivated by thoroughly intention, empowering people of diversity, as pointed out by Rosado may many clips scarper to a useful view of giving a person his needs in throw of what he can offer his society. We say that this is very utilitarian in that it sees the individual as a utility, more than an entity with values, attitudes, and affection. In contrast, we should be inclined to think that it is the schools responsibility to bear the different needs of individuals in recognition of their diversity and nothing else. No conditions should apply as to whether the society can profit from his acts or not. Relevantly, whether the person is worthy of rewards of multiculturalism should not be an cut.Four intentions have m otivated the adoption of multiculturalism in education. These include the need to remedy ethnocentrism, rebuild fellow feeling and appreciation of different cultures, dart tension and conflicts among ethnic groups, and make the school curricula relevant to recognizes and traditions (Webb, 1990). In the next initiate, we ordain discuss how well these motivations relate to school counseling.            Many search works confirm the positive effects of multicultural education on students. For example, Hale (1986) shows that children in a preschool program achieved higher cognitive levels upon desegregation African American culture in the curriculum.            In the same way, Zaslavsky (1988) demonstrates how elements of other cultures can support in teaching complex math concepts to students of an inner-city school. Fulton-Scott (1983) confirms benefits of compound multicultural educati on in elementary programs for Hispanic students. The study reveals that students scores in Math, Reading, and Language were significantly superior over those of students enrolled in programs without multicultural integration.            Benefits of multiculturalism are likewise recognized in the field of Psychology, breachicularly in school counseling. However, research in this area has focused more on pleaders multicultural competence rather than on the effect of counseling founded on multiculturalism.            In 1991, the Association for Multicultural Counseling and Development (AMCD) identified the need and rationale for multicultural counseling. This led to the approval of 31 multicultural counseling competencies as proposed by Sue et al. (1992) in 1991. Following this, in 2002, the APA Council of Representatives pass the Guidelines on Multicultural Education, Training, Research, Practi ce and Organization Change, which was, in fact, based on the work of Sue et al.            The need to adopt multiculturalism in counseling, especially in schools, is truly urgent and necessary for ethical reasons. In relation to this, AMCD identifies three characteristics proponents must sustain. First is counseling cognizance of give birth assumptions, values, and biases. Second is understanding the worldview of the culturally different client and third, developing appropriate discourse strategies and techniques            Primarily, culturally experient counselors can be identified as those who have awakeness of other peoples culture other than their ingest. They are awake of how their cultural background, experience, attitude, biases, and values influence the counseling process of a client. Moreover, these counselors recognize their limits when it comes to tolerating other values, behaviors, or norms. To add, culturally skilled counselors are also well-fixed with differences between them and the clients in terms of race, gender identity, ethnicity, culture, and beliefs.To illustrate, the initiatory measure of strength requires a counselor to mirror whether his own values and beliefs would personally or professionally affect the process of counseling. For example, a Christian counselor may have biases towards a Muslim student, for they have truly different belief systems. In this situation, if the counselor has no noticeledge of ethical limitations, he might insist that his beliefs are better or are morally upright, and those of the students are the opposite.However, such look may be prevented if the counselor is full aware of conflicting values he has with the student. In our own view, a school counselor should be open to all values of every student. This is different from the counselor in the private sector. In school counseling, the counselor who cann ot accept views of some students is not fit for school counseling. A school counselor should have readiness to counsel every student, and there should be no instance when he would not accept a student for counseling.            To ensure that the counselor meets the first requirement mentioned above, he should reflect on his values and find out if he has beliefs against any culture, including students with different gender identities, cultural or religious practices, and other moral practices that their culture has taught them. For instance, taking into consideration the case of students with gender identity occupation, the counselor must be careful not to insist that the student sticks to his biological gender. Rather, he should exercise care in handling this case. after all, the whole manner of the student may depend on the stopping point he makes at the sentence of counseling.Culturally skilled counselors possess getledge and under standing to the highest degree how gender stereotyping affects them personally and professionally. Considering the sensitivity of the issue of gender identity disorder, the school counselor must be careful not to affect the decision and values of the individual, for he is going to suffer later on should he take the wrong decision.            Moreover, as Sue et al. contend, culturally skilled counselors possess knowledge or so their social impact on others. These include ones ken of own communicationstyle, and how this style may resist or facilitate the counseling process. Recognizing limits of their competencies, school counselors may confer with their colleagues how to drown these weaknesses. Aside from this, they should seek further training or education on other cultures as a way to do away with biases. The process of balancing ones view of other cultures may take a lifetime as new concepts may arise everyday. For example, the ter m transgender individuality appeared lonesome(prenominal) in our modern times, but the concept of transforming from one gender to another has been known as early as the time of Sophocles or even earlier. In this regard, counselors should not grow tired of determination ways for self-actualization.Also, on the second characteristic, it is the responsibility of the culturally skilled counselor to gather re line of descents to learn about the identity of other cultures. In the case of homosexuality among students, the counselor should know the different sides of the coin in universe a homosexual. In particular, counselors who deal with this issue should have a good understanding of the process of world a homosexual (Adams, Boatwright, Gilbert, Forrest & Ketzenberger, Cass, Chung & Katayama, Croghan, Driscoll, Kelley & Fassinger, Dunkle, and Pope, as cited in Sanabria, 2004). With this knowledge, he must let the student decide on his own whether to retain his gender identi ty or move to the phase of approaching out.Coming out or in other words, admitting to the society that one belongs to a specific gender role is in itself a dilemma among teenagers with identity perplexity. The specific case of the counselor in this situation is to suspensor the youth consider advantages and disadvantages of coming out (Adams, Belz, Brown, Croteau & Hedstrom, Elliott, Hetherington, Morgan & Brown, Morrow, Pope, Rodriguez & Chang, Pope & Schecter, Savin-Williams, as cited in Sanabria, 2004). Additionally, the counselor should draw the student in the stage of coming-out by training him/her how to deal with peoples inquiry about his identity. For example, the counselor could give real-life scenarios, and ask the student to react on them in order to ensure that he would be prepared for particular instances when he would experience interrogative sentence.If the counselor feels affirmative or senses tolerance toward gays and lesbians but lacks the knowle dge to continue cases of these individuals, he could improve his familiarity with them through a lot of ways. unrivalled source of invaluable information is reading literatures regarding gay/lesbian culture. At present, explorations on gender-specific cases are improving in terms of number and depth. These readings can guide a counselor to discover gay/lesbian cultural identity. Likewise, attend conferences or symposia, gathering insights from past clients and friends who belong to the same gender type will also contribute a lot (Sanabria, 2004).Also, as Sanabria expresses, if the counselor feels that he is not qualified to handle the case, it is only ethical to raise the student to someone who could offer him the right counseling. Furthermore, counselors who cannot be affirmative of gay and lesbian culture are probably misinformed and should look into themselves again if they are fit for being a school counselor. The issue regarding sexual minorities is only one of the issues a school counselor must be able to handle. If the counselor cannot encourage sexual minorities, he should reconsider if he should continue practicing in the academician pose.Suffice to mention, the National vocation Development Association, American Counseling Association, and American Psychological Association have well-defined ethical codes that offer guidance for individuals who work with sexual orientation issues. Included in these ethical codes is the knowledge about students behavioural identity. Importantly, culturally skilled counselors should be aware of life experiences, cultural heritage, and historical background of their multicultural students. For instance, an Asiatic American student has different historical and cultural background from a Latino counterpart, or an African American. When counseling an Asian American, for example, a Chinese girl who cannot relate well with her classmates, a counselor must be informed of the conservative values Chinese families have . Actually, the attitude of keeping ones silence may be in conformity with Confucian values. In this regard, the counselor cannot expect the girl to be as outstrip as her classmates are, for the behavior she presents embodies a cultural heritage among the Chinese.Furthermore, culturally skilled counselors understand the consequences arising from ones exercise of cultural traditions and rites. In some parts of Asia, for instance, there is still the custom of prearranged marriage. Thus, a counselor who encounters a high school student in this situation should suspend conception of the custom, but rather honor it, and perhaps counsel the child to make her own choice, after laying down the consequences of abiding by the culture. In considering choices, the counselor may enumerate possible circumstances the child would salute if she relents to her parents decision, or vice versa. Under no circumstances should the counselor prescribe to the child what she should do as this may result in confusion or family conflict.Likewise, the counselor may also opt to explain the issue to the parents, but before doing so, the counselor must take precautions so as not to offend them. At all times, respect should form part of every counseling situation.Aside from obtaining a rich background of their students, a equal counselor, according to Sue et al. should also be kept updated with the latest trends and occurrences that concern his clients. In the case of a school counselor, it would be of great help if he engages in research and other activities to keep him updated with the students lingo, hobbies, behavioral patterns, etc. They should actively seek out opportunitiespersonal and professional experiences that better their knowledge, understanding, and cross-cultural skills.Moreover, as some schools implement today, counselors can engage in outside school activities such as outreach programs, educational trips, camps, and other activities which would help gain a more vivi d profile of the counselees. They should also be actively involved with minority individuals outside the school setting. Community events, celebrations, and other gatherings may help provide a wider perspective of minorities which relate with the academic scenario.Considering the dynamic role that the school counselor plays in society, the responsibility of ensuring that they possess the relevant qualities expected of a counselor should be borne by colleges oblation the course or training. Based on the literature gathered, schools have positively become fully concerned about the issue of multiculturalism. Many schools and universities nowadays adhere to the demands of the culturally diverse society. However, the way to attaining dexterity of some school counselors may still be too far.In one study Holcom-McCo y (2000) conducted, the author identified five underlying factors influencing school counselors scholarship of themselves as competent professionals. These factors included understanding of racial identity education, office to comprehend multicultural terminology, multicultural awareness, knowledge, and skills. Among which, counselors perceived lack of knowledge of racial identity development as the problem that hindered them from being fully competent in multiculturalism.To address this problem, Schwallie-Giddis et al. (as cited in Sanabria, 2004) suggest that time to come school counselors should bear multicultural training on racial identity development, and multicultural knowledge development. In a study conducted, school counselors assessed the effectiveness of a nine-month multicultural professional development program. The study involved 13 school counselors in a multicultural professional development program held from school yr 2001-2002. Applying three dimensions of multicultural competencies, the participants assessed their own competencies. Resources included a videotape of a case study to which participants reacted, in order to discover assumptions, values and biases.To assess understanding of the clients worldviews, the study made use of case studies of linguistically and culturally diverse (LCD) students. The participants were asked to apply a framework to the cases to examine aspects school counselors should consider when handling diverse students. The participants had a lengthy discussion on the provided cases, and at the end of the posing, they expressed the advantage of having discussions with peers.Another session comprised of a gameboard interview with three mothers of different cultures. Each of the women talked about her childs experiences in school, all of which related to the inefficiency of the school officials to handle multicultural students. In all the issues raised, lack of communication surfaced as the most recurrent problem. In relation to this, participants commented that had there been proper communication between parents and school officials, issues would have been resolved more easily.More over, the study also included a session that dealt with developing appropriate interventions to cases of LCD students. Through this, participants were able to exchange views and experiences which could help build up a resource for interventions to cases of LCD students. Based on this session, counselors tell that most of them found it difficult to deal with LCD student mainly because of the language barrier. Furthermore, insecurities due to lack of knowledge of other cultures bear upon the competencies of the participants.In sum, the school counselors agreed that having enough facility to understand the student and overcoming language barriers is one major key to providing adequate help to students.Similarly, Chandras et al. (2006) suggest counseling strategies and techniques in handling multicultural students. One skill they express to be critical in every counseling situation is effective listening. Effective listening, as Neuknug (2002) defines, includes allowing students to t alk, concentrating on what is being express, giving minimal advice, empathizing, intercommunicate for clarifications, and limiting questions. When handling multicultural students, it is important for the counselor to be fully sensitive to verbal cues that relate to culture. For instance, a student who is often bullied in class may not admit why he is being bullied due to his insecurity. There are some students who would rather keep the truth to themselves or resolve their own conflicts instead of asking help from school officials. Despite this attitude, a good school counselor could still open verbal cues that could make the student open up. For example, a child who claims he is not involutioned in making friends with his classmates could likewise mean that his classmates are cruel to him and not totally uninteresting. As such, clarifying responses and not in a flash giving advice may help the child reflect on his own situation.To maintain effective counseling strategy, a cons tructive and emphatic blood is very important (Chandras et al., 2006). In this respect, the counselors role is first to build up trust and optimism. On the one hand, gaining trust of a student is paramount to establishing a good kind. Without trust, there can be no revelations, no life experiences told. On the other hand, developing optimism facilitates finding a final result to the problem. Also, when a student perceives that there is a solution to the dilemma, he becomes more willing to cooperate in the counseling process. utility(prenominal) to the abovementioned is discussing stages of the counseling process. It is important to inform the counselee how the counseling would go, what can be achieved during counseling stages, and how long they will take. Together with this, the counselor should set guidelines both he and the student will follow, such as time schedule, behavior rules, and limitations.Chakras et al. patch up other responsibilities of a counselor. These include pr eparing the student for counseling session. As a counselor, one has to establish the reason why the student should undergo counseling. inquire the student what he feels is wrong, or eliciting experiences that seem difficult for him are ways to prepare the student. In addition, the counselor must assert that the problem can be worked out if the counselee cooperates in resolving it. Also, some situations that lead to the precaution are considered for school counseling. These include breaking school rules, misbehaving, or under exercise. As such, the class adviser and the school counselor should work hand in hand regarding record of students behavior and maturate.One of the misconceptions about counseling is that students are referred to it only for corrective purposes. Students tend to think that if they are called for counseling, they have been noted to misbehave in school. Thus, some students create a wrong view that counselors are disciplinarians. Importantly, this issue should be addressed during school orientation, letting the students know and feel that counseling is a luck process, and not a disciplinary one. Furthermore, what the counselor can do to subjugate this misconception is to call each student one by one, get to know them, and allow a time for them to be acquainted with her and her work, so that fears regarding counseling could be avoided. Importantly, not only those who have reports of misbehavior should be called for counseling, but every student handled by each counselor.During counseling session, one good characteristic the counselor should let out is to remain focused on the specific problem. If the students problem concerns only his classmates, the counselor should nominate ways to resolve it at the state level, and not delve on the students family background, as such may give the student an impression that his problem is huge. For example, if the student identifies that he is having problems with classmates bullying him, the counsel or must call the attention of the said classmates and allow the said parties to explain the issue (i.e., tell them of the situation to find out if they are aware of the problem they cause their classmate).Furthermore, it is the counselors role to sustain interest of the counselee during the counseling process. To attain this, the counselor should ask questions relevant to the situation, and involve the counselee in arriving at the best workable solution. Asking irrelevant questions and monopolizing the discussion may distract the concentration of the counselee. In addition, the counselor may give assignments or home work so that the student would feel responsible and be prepared for the next counseling session.As regards developing appropriate intervention strategies and techniques to help multicultural students, counselors should also be effectively involved in non-academic and out-of-school activities. As the core of the students personality, the counselor should focus first on bu ilding family relationships. Activities involving the students family would be an effective strategy to (1) know students well, (2) gain knowledge of family structure of students, whether parents are separated, and where students stay, (3) provide a locale for family bonding, and (4) inform parents of their childrens progress/problems. Parent involvement in counseling is inevitable. Some studies confirm student improvement in academic performance, attitudes and behavior, attendance, school adjustment and engagement, and graduation rates (Barnard, Epstein, Simons-Morton & Crump, as cited in Sanabria). In Jevnes (as cited in Sanabria), a recent meta-analysis of 41 studies shows a significant relationship between parents involvement in school and academic achievement of urban students.            Parent involvement in school can include activities designed to inform them of their childrens progress, workshops or conferences to help them wangle with the difficulties of parenting, marriage, etc. However, some parents lack the initiative to get involved in their childs school affairs. As Lareau (as cited in Sanabria, 2004) posits, parents perceptions of racism and their own negative school experiences tend to create the distance between them and the schools. One study conducted by McKay, Atkins, Hawkins, Brown (as cited in Sanabria, 2004) found that the racism awareness of low-income African American parents was positively related to at-home parental involvement, and inversely related to at-school involvement. In this case, the counselor should coordinate closely with class advisers and other school officials to help convince these parents to give priority to their children. One source of motivation could be research data establishing correlation between childrens progress and parental involvement.One practise the counselor could organize is a daytime with Parents. This could be a panel discussion involving model pa rents (probably of outstanding students) to act as the panel, and discuss relevant issues with students and co-parents. In this natural action, the panel discusses ways on how they get involved with the affairs of their children, and how these measures create positive output to them. After the pane interview/discussion, the parents may exchange ideas in a assembly to discuss proper ways to bring up children. Specifically, student problems, whether academic or personal, may also be brought up.Another activity the counselor could organize is a family day in which the whole family will come to the school to enjoy rides, games, or dining together. This event may be school-wide and would need the participation of every school personnel and students.Aside from organizing events for the family, the school counselor could also incorporate in the program field trips, camping, games, and other looseness activities for the students. This will help students, especially with multicultural back ground, to get to know their classmates well. This way, they would also find time to have more friends. Aside from this, fun activities would also make them corroborate that school is not just for learning academics but also for having fun.            Moreover, other activities school counselors could provide include workshops or performing arts activities. These activities are very ideal to act upon the talents of students. Examples of which include art, theater arts, dance, and singing workshops. After the workshops, counselors could also have a culminating activity in which students show what they have learned from the workshop. For arts, students will have an art exhibit, for dance, theater arts, and singing, the counselor could propose to school administration to allow a concert or show, in which students will be the performers. This particular activity could also serve as a fund raising discharge aside from showcasing the talent of students.            other activities to make students run into their potentials include sports activities/intramurals. This would allow sports-minded students to show their capabilities in their field. Also, this could serve as the schools ravel against drug use among students.            Further to the given interventions, counselors could also conduct occupational group orientation, especially for graduating students. In this activity, the counselor would invite some professionals to talk about their career to inspire students to follow a similar path. At the end of the session, the counselor would elicit from students, which career aroused their interest, and what made them interested to it. Importantly, students should be given many options to choose from, and career professionals to be invited should likewise have multicultural identity, so that students can easily relate with them. E valuation sessions should also follow to allow room for improvement.            Counselors also have a part in the schools community outreach. By giving orientation to students regarding the activity and motivating them to help other people, students will realize that the dowery profession is not limited within the four corners of the school. The participation of the counselor is very important as this will strengthen the role of the counseling profession and the schools mission of helping other people.            Other interventions the counselor could incorporate in the counseling program include achievement tests, personality tests, and other assessments to gauge the students academic and personal progress. These could help identify the needs of the students or their inclinations to serve as guide in choosing their future career.There are a lot of ways a school counselor can adopt to help in the holistic development of students. In adopting each intervention, what is important is to bear in mind its pertinency to the multicultural students. As each student comes from a different background, it is imperative form to learn about them individually, and not just by names or culture affiliation. As long been practiced by other counseling professionals, one strategy the counselor could employ is to do home visits. By visiting students in their home, the counselor will gain a clear and accurate picture of the students background. Similarly, this would also create for him a first-hand experience of the students cultural background. ConclusionAs we continue to live in the Information Age, we are driven to realize the many impacts of multiculturalism on people, educational institutions, and society in general. In particular, we see how it changed history in the 1960s with the civil protest of Black Americans, and how it restructured school policies on employment of faculty, and treatment of students. Similarly, we see how it inspire minority groups to express their views and contribute to the rich and modern culture. Moreover, we see the important role of multiculturalism in the counseling programs of schools and the community, not to mention the challenges it continues to bring counselors in providing care and assistance.Although discrimination based on race, ethnic origin, gender, religion, disability, socio-political, and economic status are still evident in our society, the progress attained by forerunners and supporters of multiculturalism make us look forward to a better nation in the next decades. As time unfolds, we may take self-complacency as we watch Americans embrace Africans, Asians, and other people of color. This view will continue to unveil as school administrators continue to uphold and cultivate the gifts of diversity in their orientation of students and communities.Much to the efforts made by school activists, we may look forward t o more reforms in the counseling scene, either in schools or communities. The standards set by the AMCD or APA would continue to lead counselors to realize the importance of their roles in the society. The role played by counselors is not an easy task. However, by being conscious of their own tendency toward biases, counselors would avoid disserving their clients, and in the long run, the attitude of people especially schoolchildren toward counseling would further be affirmative.Moreover, adhering to the second characteristic, counselors would maintain a sensitive attitude toward cultures of other people. As such, they will feel the importance of bridging gaps among multicultural individuals, thus go proponents of unity and peace in the long run.Also part of the competency requirements of counselors is to devise or organize strategies to provide relevant counseling and helping services to the people. In this respect, their role is not limited to the school setting they serve, but it is likewise relevant to the community they work with. By fulfilling their part as community helpers, counselors would have a richer cultural experience which could help in their field.Recognizing the difficult task expected of counselors, we may develop the doubt regarding the capability of school counselors of today in taking on the said challenges. In this regard, counselors would need all the assistance it could get from school officials such as teachers, principal, and other staff. Through the collaboration between counselors and school officials, multicultural students will realize the important contribution they can make in the society, not only in their group but also in the lives of other people, in the fields of technology, manpower, innovation, and care for the environment.The nature of helping students does not end in counseling them or providing moral support. Rather, it extends to making them feel their importance as people, providing them choices in life, and cultiv ating their talents. The counseling program of every school should be the most active program among all, as it involves not only the students and counselors, but also other school officials, including the teachers, librarian, and support staff. If every one in the school system shares in the goal of achieving multicultural counseling, we can hope for the success of multicultural students. As such, everyone should his/her own part and responsibilities in promoting the welfare of the studentsthat is, giving respect to people of other cultures, helping them realize their life goals, and making them co-creators of society.Despite all the efforts exerted by counselors and other individuals to make up a better society, we can still note some people, even students who would resist multiculturalism. The harsh picture of some students exhibiting exclusivist attitude toward their peers should not be overlooked. Rather, it should be the concern of everyone in the school, especially its officia ls.In line with this, more studies should be conducted on how to incorporate multicultural views into the counseling program of every school, beginning from pre-schools to post-graduate schools. It would also help if psychological groups or associations would set standards particularly for multicultural school counseling. These rules would serve as guide for school administrators in choosing the right school counselor.While it is the role of school counselors to provide counseling to multicultural students, it would also help if schools would implement a appendage to evaluate if other aspects of the school adhere to promoting cultural diversity. Particularly, school administrators should realize that the issue of multiculturalism should not be addressed by the counseling program alone, but also by all aspects of the school, including the physical structure of the school. 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