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Transcultural counseling: Needs, programs and techniques
249
Book Reviews
advancement of that science, with respect to both the young scientist and experienced researcher. Thomas K. Srull Department of Psychology University of Illinois Champaign, Illinois
TRANSCULTURAL COUNSELING: NEEDS, PROGRAMS AND TECHNIQUES Garry R. Walz and Libby Benjamin (Editors)
New York: Human Sciences Press, 1978
This book is the outgrowth of a good idea which did not fully realize its potential. The editors, G.R. Walz and L. Benjamin, brought together seven papers which examined various aspects of transcultural counseling. The format of the book includes three chapters on culturespecific applications with Spanish-speaking, Alaskan native and Black clients, respectively. The remaining four chapters are concerned with training experiences and programs of intervention. I agree with the editors that the Ruiz, et. al., article on counseling Spanish-speaking clients is “one of the most substantive and fact-filled chapters” included in the book. In fact, its quality in analyzing unique counseling dynamics stands out noticeably from the other chapters. Although the remaining articles present some interesting bits of information and points of view, they do not contribute significantly beyond what is already known about cross-cultural counseling. In conclusion, the book should be useful to the novice counselor or human relations professional who has an interest in
Book Reviews
250
cross-cultural text.
concerns.
Also, it might serve as a supplementary
Charles R. Ridley, Indiana University-Indianapolis School of Education
INTERNATIONAL AND INTERCULTURAL EDUCATION SELECTED STATE COLLEGES AND UNIVERSITIES: AN OVERVIEW OF FIVE CASES Audrey W. Gray Washington,
IN
D.C.: American
Association of State Colleges and Universities 1977, xiii + 183 pages
Gray’s overview focuses on international/intercultural education within 320 member institutions of the American Association of State Colleges and Universities (AASCU). The broadly descriptive study is based on mail-return surveys but includes additional information from on-site visitations of a select group of 50 institutions. Generalizable ideas are complemented by more detailed information on exemplary institutions within case-study format. Over half the institutions offer some form of intercultural curriculum; 113 (38%) offer major degrees, but only 32 (11%) include formal cooperative relations with another country. Not surprisingly, more extensive international curricula are likely to be within colleges of moderate (5,000-10,000) to high (lO,OOO-35,000) student enrollment. Although Gray has taken the trouble to sort institutions into classes of increasing intercultural resources for the purposes of global tabulation, she fails to report individual designations. The work is therefore of little potential use as a counseling tool. Rather, the audience appears to be the member institutions, particularly those with underdeveloped international/intercultural
Book Reviews
advancement of that science, with respect to both the young scientist and experienced researcher. Thomas K. Srull Department of Psychology University of Illinois Champaign, Illinois
TRANSCULTURAL COUNSELING: NEEDS, PROGRAMS AND TECHNIQUES Garry R. Walz and Libby Benjamin (Editors)
New York: Human Sciences Press, 1978
This book is the outgrowth of a good idea which did not fully realize its potential. The editors, G.R. Walz and L. Benjamin, brought together seven papers which examined various aspects of transcultural counseling. The format of the book includes three chapters on culturespecific applications with Spanish-speaking, Alaskan native and Black clients, respectively. The remaining four chapters are concerned with training experiences and programs of intervention. I agree with the editors that the Ruiz, et. al., article on counseling Spanish-speaking clients is “one of the most substantive and fact-filled chapters” included in the book. In fact, its quality in analyzing unique counseling dynamics stands out noticeably from the other chapters. Although the remaining articles present some interesting bits of information and points of view, they do not contribute significantly beyond what is already known about cross-cultural counseling. In conclusion, the book should be useful to the novice counselor or human relations professional who has an interest in
Book Reviews
250
cross-cultural text.
concerns.
Also, it might serve as a supplementary
Charles R. Ridley, Indiana University-Indianapolis School of Education
INTERNATIONAL AND INTERCULTURAL EDUCATION SELECTED STATE COLLEGES AND UNIVERSITIES: AN OVERVIEW OF FIVE CASES Audrey W. Gray Washington,
IN
D.C.: American
Association of State Colleges and Universities 1977, xiii + 183 pages
Gray’s overview focuses on international/intercultural education within 320 member institutions of the American Association of State Colleges and Universities (AASCU). The broadly descriptive study is based on mail-return surveys but includes additional information from on-site visitations of a select group of 50 institutions. Generalizable ideas are complemented by more detailed information on exemplary institutions within case-study format. Over half the institutions offer some form of intercultural curriculum; 113 (38%) offer major degrees, but only 32 (11%) include formal cooperative relations with another country. Not surprisingly, more extensive international curricula are likely to be within colleges of moderate (5,000-10,000) to high (lO,OOO-35,000) student enrollment. Although Gray has taken the trouble to sort institutions into classes of increasing intercultural resources for the purposes of global tabulation, she fails to report individual designations. The work is therefore of little potential use as a counseling tool. Rather, the audience appears to be the member institutions, particularly those with underdeveloped international/intercultural