Investigating the effect of digital storytelling on multicultural competencies and social justice: A mixed method study in psychological counseling education

IF 2.4 2区社会学 Q2 PSYCHOLOGY, SOCIAL

International Journal of Intercultural Relations Pub Date : 2024-10-02 DOI:10.1016/j.ijintrel.2024.102065

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引用次数: 0

Abstract

This study examined the effect of an education process supported by digital storytelling (DST) regarding immigration on the multicultural competencies and social justice of psychological counselor candidates. The research was designed with mixed methods. Twenty-two junior students studying in the guidance and psychological counseling department of the Faculty of Education of a state university participated in the study. The study was conducted over nine weeks. In the quantitative phase of the research, a single group pretest posttest quasi-experimental design was used. To collect data for the qualitative phase, the researchers created an open-ended questionnaire to collect the opinions of psychological counselor candidates about the application process. Wilcoxon Signed Rank Test, one of the non-parametric tests, was used to analyze quantitative data in the study. As a result of the application process, there was a positive significant difference between the pretest and posttest scores of the students in the study group regarding their multicultural competence and their attitudes towards social justice. According to qualitative findings, four themes emerged regarding multicultural competencies: (a) Awareness, (b) Understanding different cultures, (c) Professional skills, (d) Concepts. The themes that emerged regarding social justice are as follows: (a) Sensitivity, (b) Advocacy for rights, (c) Social structure, (d) Fundamental rights. Considering these findings, educational process supported by migration-themed DST positively contributed to the multicultural competencies of psychological counselor candidates and their attitudes toward social justice.

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调查数字故事对多元文化能力和社会正义的影响：心理咨询教育中的混合方法研究

本研究探讨了在数字故事（DST）的支持下，有关移民的教育过程对心理咨询师候选人的多元文化能力和社会公正的影响。研究采用了混合方法。22 名就读于某州立大学教育学院指导与心理咨询系的大三学生参与了研究。研究历时九周。在定量研究阶段，采用了单组前测后测准实验设计。为了收集定性阶段的数据，研究人员制作了一份开放式问卷，以收集心理咨询师候选人对申请过程的意见。研究采用了非参数检验之一的 Wilcoxon Signed Rank Test 来分析定量数据。结果显示，在申请过程中，研究组学生在多元文化能力和对社会公正的态度方面的前测和后测得分存在正向显著差异。定性研究结果显示，在多元文化能力方面出现了四个主题：(a) 意识，(b) 了解不同文化，(c) 专业技能，(d) 观念。在社会公正方面出现的主题如下(a) 敏感性，(b) 倡导权利，(c) 社会结构，(d) 基本权利。考虑到这些研究结果，以移民为主题的 DST 所支持的教育过程对心理咨询师候选人的多元文化能力及其对社会公正的态度起到了积极的促进作用。

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来源期刊

International Journal of Intercultural Relations Multiple-

CiteScore

4.30

自引率

14.30%

发文量

122

期刊介绍： IJIR is dedicated to advancing knowledge and understanding of theory, practice, and research in intergroup relations. The contents encompass theoretical developments, field-based evaluations of training techniques, empirical discussions of cultural similarities and differences, and critical descriptions of new training approaches. Papers selected for publication in IJIR are judged to increase our understanding of intergroup tensions and harmony. Issue-oriented and cross-discipline discussion is encouraged. The highest priority is given to manuscripts that join theory, practice, and field research design. By theory, we mean conceptual schemes focused on the nature of cultural differences and similarities.