What Can Student Perspectives Tell Us About the Value of Multicultural Counselling Training? A Q Methodology Study

Abstract

Background

While multicultural counselling courses (MCCs) are central to developing culturally competent practitioners, little is known about how students themselves perceive the helpfulness of these training experiences. Prior research often focuses on general outcomes of multicultural competence, with limited attention to the nuanced, subjective viewpoints of students engaged in MCCs.

Aim

This study aimed to explore how counselling students conceptualise the helpfulness of a semester-long MCC, identifying student personas that shape their learning focus and engagement with course content.

Method

Seventeen master's-level counselling students completed a Q sort of 38 statements related to their MCC experiences. Using Q methodology, a by-person factor analysis identified shared subjective viewpoints that reflect distinct learning preferences and interpretations of MCC value.

Results

Three student personas emerged: Reflective Counsellors, Cultural Learners, and Pragmatic Counsellors—each prioritising different aspects of multicultural training, such as awareness, cultural knowledge, and skill application. The findings highlighted the importance of recognising diverse learning needs and incorporating tailored teaching strategies in MCCs to support the development of multicultural competence.

Conclusion

Understanding the different ways students perceive MCC helpfulness can inform course design, educator reflexivity, and training strategies. These insights are vital for optimising the impact of multicultural counselling education on future practitioners working with diverse populations.