Arthur, NancyPremji, Farah2015-09-042015-11-202015-09-042015http://hdl.handle.net/11023/2435The current study explored how graduate students approached ethical dilemmas in multicultural counselling, including what the dilemmas were, what helped and hindered them in their approaches, and what resources they wished they had at the time of their approach. Twenty participant responses were analyzed through the use of the Critical Incident Technique. Results indicated that participants encountered ethical dilemmas arising from a lack of power, others’ lack of competency, an interference of personal values and a lack of knowledge, and conflicts between ethical standards. Consultation with colleagues and authority figures, personal experiences, and coursework assisted participants in their approaches. Personal experiences, and conflicts of values, opinion, and power served as hindrances. Finally, participants wished they had profession-specific knowledge and support, and culture/issue specific knowledge at the time of their approach. The results have implications for counselling and for future research to support multi-cultural competence in graduate education.engUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.Educational PsychologyEthical dilemmasMulticultural counsellingMulticultural competencemaster thesis10.11575/PRISM/26317