Cultivating Wisdom, Harvesting Peace
Strengthening Multicultural Counselor Competencies for 21st Century
Herdi Herdi, Sunaryo Kartadinata and Agus Taufiq
Universitas Pendidikan Indonesia, Bandung, Indonesia
Keywords: Multicultural counselor, peace, wisdom.
Abstract: The purpose of this study is to examine the relationship between wisdom and peace of prospective
multicultural counselors. This research employed correlational method. The study participants covered 42
prospective counselors from the Department of Guidance and Counseling, the Faculty of Educational
Sciences, Universitas Negeri Jakarta who are in the second semester. The data collection adopted a shortened
version of the Self-Assessed Wisdom Scale, the adapted version of the Peace of Mind, and the Being State of
Peace Scale that has been tested for its validity and reliability. The data analysis technique used bivariate
correlation analysis and linear regression. The results of the study indicate that there is a significant positive
relationship between wisdom and peace of prospective multicultural counselors. This study has confirmed
that all research hypotheses are accepted. The implication is that counselor educators in counselor education
programs need to facilitate the development of wisdom in advance to achieve peace in prospective
multicultural counselors, both as individuals and professionals.
1 INTRODUCTION
Issues of wisdom and peace are attracted experts of
various disciplines, including multicultural
counseling. Effective multicultural counselors are
not enough with intellectual intelligence but they
need to have wisdom (Sternberg, 2001; Levitt and
Fiazza-Bonin, 2016). Wisdom stands out as the
fundamental quality and peak competence of
effective multicultural counselors (Hanna and
Ottens, 1995; Hanna, Bemak, and Chung, 1999;
Torres-Rivera et al., 2006). Wisdom is seen as “a
bitter knowledge to balance intra, inter, and
extrapersonal interests in order to achieve the
common good” (Sternberg, 2001, 2005, 2010). In
other words, wisdom can lead multicultural
counselors to achieve harmony and peace with
themselves, counselors, and the environment in
general.
Wise multicultural counselors are predicted and
required to balance and resolve these conflicts in
order to achieve common good and peace. Peace is
defined “as a dynamic and adaptable dynamic state
of being peace with respect to evolving
environmental change through peaceful mind-set”
(Kartadinata, 2014) or peace of mind (Lee et al.,
2013). Therefore, wisdom and peace are
considered to be new visions and goals of
education (Jones, 2015; Ozolins, 2015; Sternberg,
2013; Lunenberg and Korthagen, 2009; Hanna et
al., 1999) including counselor education (Hanna et
al., 1999; Osterlund, 2016). According to Phan et
al. (2009), 14% of the multicultural counseling
competences are influenced by the wisdom of the
counselor itself.
The importance of wisdom and peace of
multicultural counselors is supported by the facts
of 21
st
century influences and the future of society
that are becoming plural and multicultural. This
condition has always faced multicultural
counselors on the dilemmas and conflicts involving
counselee interests vs. personal interests,
opportunity vs. threats, harmony vs. conflict,
certainty vs. uncertainty. Baruth and Manning
(2011) suggests effective multicultural counseling
resources: social class differences and cultural
values, stereotypes, cultural biases, encapsulation,
resistance, and lack of cultural relativism.
A number of studies have discussed wisdom
and peace separately. However, no studies have
specifically examined the relationships and
contributions of wisdom to peace of prospective
multicultural counselors. In fact, without a wise
318
Herdi, H., Kartadinata, S. and Taufiq, A.
Cultivating Wisdom, Harvesting Peace - Strengthening Multicultural Counselor Competencies for 21st Century.
In Proceedings of the 1st International Conference on Educational Sciences (ICES 2017) - Volume 2, pages 318-326
ISBN: 978-989-758-314-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved

counselor, the “cultural encounter” between
counselor and counselee can lead to stereotypes,
cultural biases, ethnocentrism, encapsulated, and
conflict of interest. In addition, Sternberg (2005)
argues that without wisdom, multicultural
counselors can be trapped into “foolishness”
behavior that impedes the achievement of peaceful
counseling relationships and leads to counseling
failure.
Based on the previous description, this study
was focused on the relationship and the
contribution of wisdom to peace of prospective
multicultural counselors. There are six proposed
research hypotheses. Hypothesis 1: There is a
significant positive relationship between wisdom
and peace of mind of prospective multicultural
counselor. Hypothesis 2: More than zero percent of
the variability of peace of mind can be explained
by the wisdom of prospective multicultural
counselors. Hypothesis 3: There is a significant
positive relationship between wisdom and peaceful
behavior of prospective multicultural counselors.
Hypothesis 4: More than zero percent of the
variability of peaceful behavior can be explained
by the wisdom of prospective multicultural
counselors. Hypothesis 5: There is a significant
positive relationship of peace of behavior toward
the peaceful behavior of prospective multicultural
counselors. Hypothesis 6: More than zero percent
of the variability of peaceful behavior can be
explained by peace of mind.
2 RESEARCH METHODS
2.1 Research Design
Correlational research method was used in this
research. Correlational research methods are used
to test the relationship between two or more
variables (Heppner, Wampold, and Kivlighan,
2008). In this study, the correlational method is
used to examine the relationship between wisdom
and peace of prospective multicultural counselors.
2.2 Participants
The partisipant of research covered 42 second
semester students of Guidance and Counseling
Department, Faculty of Educational Sciences,
Universitas Negeri Jakarta. The partisipant
consisted of six men (14.7%) and 34 women
(85.7%). In terms of age, the sample consisted of
two people (4.8%) of 18 years, 30 people (71.4%)
of 19 years, and 10 people (23.8%) of 20 years.
Based on ethnic background, the sample consisted
of 11 people (26.2%) of ethnic Javanese, 13 people
(31%) of ethnic Sundanese, two people (4.8%) of
ethnic Malay, one person (2.4%) of ethnic Minang,
six people (14.3%) of ethnic Betawi, one person
(2.4%) of ethnic Chinese, and the remaining eight
people (19%) of other ethnics.
2.3 Data Collection Techniques
2.3.1 Wisdom
The data of the wisdom of prospective
multicultural counselors was collected by using the
Self-Assessed Wisdom Scale (Webster, 2003,
2007). SAWS measures five components of
wisdom. They are openness, emotional regulation,
experience, reflecting past-times and reflective,
and humor. Each component consists of eight
items. SAWS have an excellent reliability index in
test-retest (.838) and Cronbach's Alpha (.904).
This study uses a short version of SAWS with
10 items that measure the five components of
wisdom. Each SAWS component consists of two
items. The adaptation of SAWS is based on two
translation procedures from the native language to
Indonesian, and vice versa, by two different
English and linguistic experts. The translation
results were edited and subsequently used in the
study. The reliability test by using Cronbach's
Alpha obtained .736.
2.3.2 Peace
Peace of Mind (Lee, et al., 2013) is used to measure
the peace of mind of prospective multicultural
counselors. The original version of PoM consists
of seven items. The PoM is a five-point scale,
ranging from 1 = not entirely up to 5 = entirely
every time. The results show good structure and
reliability factor of PoM. Exploratory Factor
Analysis shows the item-total correlation
stretching from .76 to .85 with an alpha reliability
coefficient of .91. Confirmatory Factor Analysis
shows a PoM fit model (RMSEA = .00; CFI = 1;
IFI = 1.00; SRMR = .03); all items are correlated
significantly with latency factor <.01 and
reliability coefficient .94 (p 576-577). For this
study, PoM was first adapted to follow two
translation procedures from native language to
Indonesian, and vice versa by two different English
and linguistic experts. The translation results were
edited and subsequently used in the study. The
PoM version of adaptation also shows good
quality, with total item-correlation spanning from
Cultivating Wisdom, Harvesting Peace - Strengthening Multicultural Counselor Competencies for 21st Century
319

.389 - .806, and reliability coefficient of
Cronbach's alpha .761.
The Being State of Peace Scale (BSPS) is used
to measure the circumstances and the peaceful
behavior of prospective multicultural counselors.
The PS was independently developed based on the
peace constructs of Unesco (2006) and Kartadinata
et al. (2016). This scale measures the nine aspects
of peaceful behavior: love, affection, harmony,
tolerance, care and sharing, interdependence,
empathy, spirituality, and gratitude. Each aspect is
represented by one item with five-point scale,
ranging from 1 = very unsuitable up to 5 = very
appropriate. The result of item-total product
moment test obtained r = .437 -.776 with Sig value
= .000. The reliability test results with Cronbach's
Alpa obtained .839.
2.4 Research Procedures
Data collection was conducted on June 8, 2017
traditionally by using paper and pencil
questionnaire. The prospective counselors were
met in their campus on an agreed schedule. The
prospective counselors were requested to be
willing to participate and to convey the data with
confidentiality warranty before they filled out the
SAWS, PoM, and SBPS. Participants were asked
to fill in SAWS, SBPS, and PoM in accordance
with the instructions. After the data was collected,
then the verification, data processing, and analysis
were subsequently processed.
2.5 Data Analysis Techniques
Hypotheses 1, 3, and 5 were tested by using
bivariate-Pearson's product moment correlation;
and hypotheses 2, 4, and 6 were tested by using
linear regression. Operationally, data processing
uses IBM SPSS Statistics v.23.0 for Windows
software.
3 RESULTS AND DISCUSSION
3.1 Correlation between Wisdom and
Peace of Mind
Hypothesis 1: There is a significant positive
correlation between the wisdom and peace of mind
of the prospective multicultural counselor. The
result of bivariate correlation test confirmed that
there is a significant positive correlation between
the wisdom and peace of mind of prospective
multicultural counselor (r = .313, Sig. = .000). The
effect size of the correlation between the wisdom
and peace of mind of prospective multicultural
counselors is in the medium category (Aron et al.,
2013). The results are presented in Table. 1.
After every dimension of wisdom was
analyzed, the following results were obtained.
First, there is a significant positive relation on the
dimensions of emotional regulation of the wisdom
and peaceful behavior of prospective multicultural
counselors (r = .503, Sig. = .001). The size of the
impact of the correlation between the dimensions
of emotional regulation of wisdom and peaceful
behavior of prospective multicultural counselors is
in the strong/large category (Aron et al., 2013).
Secondly, there is a significant positive
relationship of experience dimension of wisdom
and peace of mind of prospective multicultural
counselor. (r = .450, Sig. = .003). The measure of
the impact of the correlation between the
experience dimension of the wisdom and peace of
mind of prospective multicultural counselors is in
a moderately strong/medium category (Aron et al.,
2013). The other three dimensions of wisdom are
not significantly correlated with the peace of mind
of prospective multicultural counselors. Third,
there is a negative relationship of dimensions of
openness to the peace of mind of prospective
multicultural counselors (r = -.134, Sig. = .245).
Fourth, there is a negative relation of the dimension
of the reminescence and reflective of wisdom with
the peace of mind of the prospective multicultural
counselor (r = -.090, Sig. = .570). Finally, there is
no positively positive correlation of humor
dimension of wisdom with the peace of mind of
prospective multicultural counselors (r = .011, Sig.
= .946).
Table 1: Bivariate correlation matrix between wisdom and
peace of mind.
Wisdom Peace of Mind
Wisdom 1 .313**
Peace of Mind .313** 1
n = 42; **p < 0.01
The results show that the wisdom of prospective
multicultural counselors is in the category of
medium-sized. A multicultural counselor candidate
has the following characteristics. First, a wise
multicultural counselor is able to manage
emotions. This result is in line with the expert
opinion and previous researches that wisdom
dimensions are affective (Ardelt, 2000, 2003,
2004, 2011), managing emotions (Brown, 2004;
Brown and Greene, 2006; Greene and Brown,
2009) balance of emotions (Meeks and Jeste,
2009), emotionally oriented types (Sung, 2011),
ICES 2017 - 1st International Conference on Educational Sciences
320

and emotional regulation (Jeste et al., 2010;
Takahashi and Overton, 2002, 2005; Webster,
2003, 2007). Second, wise prospective
multicultural counselors have life experience. The
results of research are similar to the experts’
opinion and empirical studies of researchers that
wisdom dimensions are to have and to interpret
experiences. They are especially critical life
experiences (Webster, 2003, 2007), type of action-
oriented experience (Sung, 2011), maturity
because of experience, et al., 2010), and able to
learn from the experience of failure (Hanna,
Bemak, and Chung, 1999). Third, wise prospective
multicultural counselors have a sense of humor.
The result is similar to the findings of Webster
(2003, 2007) that wise prospective multicultural
counselors have a high sense of humor. Prospective
counselors are able to create, appreciate, and use
humor for therapeutic purposes. Fourth, wise
prospective multicultural counselors are able to
remember the past and reflective. The results of
this study are relevant to earlier findings that one
dimension of wisdom is reflective (Ardelt, 2000,
2003, 2004, 2011; Webster, 2003, 2007). Finally,
wise prospective multicultural counselors are to be
open. The results of this study reinforce expert
opinion and previous empirical studies that one of
the dimensions of wisdom is to be open (Webster,
2003; 2007, Yang 2001) to experience and others.
The level of wisdom of prospective
multicultural counselors is directly proportional to
the peace of mind that is in the medium category.
Lee et al. (2013) suggests that peace of mind is
characterized by harmony and inner peace within
the individual concerned.
3.2 Predictor of Peace of Mind
Hypothesis 2: More than zero percent of the
variability of peace of mind is explained by the
wisdom of prospective multicultural counselors.
The results of linear regression testing confirmed
that the variability of peace of mind could be
explained by the wisdom of prospective
multicultural counselors. The results show the
value of coefficient of determination (R
2
) = .098.
The coefficient value means that 9.8% of peace of
mind can be explained by the variable of wisdom,
while the remaining 90.2% is explained by other
factors that are not examined in this study. This
means the confirmed research hypothesis is
accepted because more than 0% of the variability
of peace of mind can be explained by the wisdom
of prospective multicultural counselors.
Table 2: Determination coefficients of wisdom to peace of mind.
Model R R Square Adjusted
R Square
Std. Error
of the
Estimate
Durbin-
Watson
F Sig.
1 .313
a
.098 .075 4.103 1.701 4.341 .044
b
a. Dependent variable: Peace of Mind
b. Preditors: (Constant), Wisdom
Table 2 shows that there is no autocorrelation
due to the value of DW = 1.701 and the value dU =
1.553. Because DW > dU value, it can be
concluded that there is no autocorrelation, either
positive or negative. Anova test resulted in F for
4,341 with Sig. = .000 <p .05, then this regression
model is appropriate to be used in predicting the
peace of mind of prospective multicultural
counselor.
3.3 Correlation between Wisdom and
Peaceful Behavior
Hypothesis 3: There is a significant positive
relationship between wisdom and peaceful
behavior of prospective multicultural counselors.
The results of bivariate correlation testing
confirmed that there is a significant positive
correlation between the wisdom and peaceful
behavior of prospective multicultural counselors (r
= .524, Sig. = .000). The effect size of the
correlation between wisdom and peaceful behavior
of prospective multicultural counselors is in the
strong/large category (Aron et al., 2013). The
results are presented in Table. 3.
Table 3: Bivariate correlation matrix between wisdom and
peaceful behavior.
Wisdom Peaceful
Behavior
Wisdom 1 0.524**
Peaceful Behavior 0.524** 1
The analysis of every dimension of wisdom
generated the following results. First, there is a
positively significant relationship between the
dimension of emotional regulation of wisdom and
peaceful behavior of prospective multicultural
Cultivating Wisdom, Harvesting Peace - Strengthening Multicultural Counselor Competencies for 21st Century
321

counselors (r = .452, Sig. = .003). The size of the
impact of the correlation between the dimensions
of emotional regulation of wisdom and peaceful
behavior of prospective multicultural counselors is
in the strong/medium category (Aron et al., 2013).
Secondly, there is a significant positive
relationship of experience dimension of wisdom
and peaceful behavior of prospective multicultural
counselors. (r = .432, Sig. = .004). The measure of
the impact of the correlation between the
experience dimension of wisdom and peaceful
behavior of prospective multicultural counselors is
in the moderately strong category (Aron et al.,
2013).
Meanwhile, the other three dimensions of
wisdom are not significantly correlated with the
peaceful behavior of prospective multicultural
counselors. Third, there is no positively significant
correlation between the dimensions of openness to
the peaceful behavior of prospective multicultural
counselors (r = .134, Sig. = .387). Fourthly, there
is no significant positive relation between the
dimensions of the past and reflective of wisdom
with the peaceful behavior of prospective
multicultural counselors (r = .067, Sig. = .675).
Finally, there is no positively significant
relationship of humor dimensions of wisdom to the
peaceful behavior of prospective multicultural
counselors (r = .044, Sig. = .783).
3.4 Predictor of Peaceful Behavior
Hypothesis 4: More than zero percent of the
variability in peaceful behavior can be explained
by the wisdom of prospective multicultural
counselors. The results of linear regression testing
confirmed that the variability of peaceful behavior
could be explained by the wisdom of prospective
multicultural counselors. The results show the
value of coefficient of determination (R
2
) = .274.
The coefficient value means that 27.4% of peaceful
behavior can be explained by the variables of
wisdom, while the remaining 73.6% is explained
by other factors that are not examined in this study.
This means that the confirmed research hypothesis
is accepted because more than 0% of the variability
in peaceful behavior can be explained by wisdom.
Table 4: Determination coefficients of wisdon to peaceful behavior.
Model R R Square Adjusted
R Square
Std. Error
of the
Estimate
Durbin-
Watson
F Sig.
1 .524
a
.274 .256 4.234 1.882 15.115 .000
b
a. Dependent variable: Peaceful behavior
b. Preditors: (Constant), Wisdom
The results of this study are relevant to the
experts’ opinion that wisdom is aimed at
“balancing intra, inter, and extrapersonal interests,
and responding by adapting, selecting, or shaping
an adequate environment for the common good”
(Sternberg, 2001, 2005).
Table 4 shows that there is no autocorrelation
due to the value of DW = 1.882 and the value of
dU = 1.553. Because DW > dU value, it can be
concluded that there is no autocorrelation, either
positive or negative. Anova test yields the F
number of 15,115 with Sig. = 0.00 <p .05, then this
regression model is appropriate to be used in
predicting the peaceful behavior of prospective
multicultural counselors.
3.5 Correlation between Peace of Mind
and Peaceful Behavior
Hypothesis 5: There is a positively significant
relationship between peace of mind and peaceful
behavior of prospective multicultural counselors.
The results of the bivariate correlation test
confirmed that there is a significant positive
relationship of peace of mind and peaceful
behavior of prospective multicultural counselor (r
= .577, Sig. = .000). The effect size of the
correlation between peace of mind and peaceful
behavior of prospective multicultural counselors is
in the strong/large category (Aron et al., 2013). The
results are presented in Table. 5.
Table 5: Bivariate correlation matrix between peace of
mind and peaceful behavior.
PoM PB
Peace of Mind (PoM) 1 0.577**
Peaceful Behavior (PB) 0.577** 1
n = 42; **p < 0.01
Prospective multicultural counselors who have
peace of mind will be able to behave in peace.
People who are able to behave in peace are
characterized by love, affection, harmony,
tolerance, care and sharing, interdependence,
empathy, spirituality, and gratitude (Kartadinata et
ICES 2017 - 1st International Conference on Educational Sciences
322

al., 2016; UNESCO, 2006), capable of
reconciliation and conflict resolution, democratic,
community building, basic, moral, and harmonious
with the environment (UNESCO, 2001).
3.6 Predictor of Peaceful Behavior
Hypothesis 6: More than zero percent of the
variability of peaceful behavior can be explained
by the peace of mind of prospective multicultural
counselors. The results of linear regression testing
confirmed that the variability of peaceful behavior
could be explained by the peace of mind of
prospective multicultural counselors. The results
show the coefficient of determination (R2) of .332.
The coefficient value means that 33.2% of the
peaceful behavior can be explained by the variable
of peace of mind, while the rest of 76.8% is
explained by other causal factors that are not
examined in this study. This means the confirmed
research hypothesis is accepted because more than
0% of the variability in peaceful behavior can be
explained by peace of mind.
Table 6: Determination coefficients of peace of mind to peaceful behavior.
Model R R Square Adjusted
R Square
Std. Error
of the
Estimate
Durbin-
Watson
F Sig.
1 .577
a
.332 .316 4.575 1.994 19.919 .000
b
a. Dependent variable: Peaceful behavior
b. Preditors: (Constant), Peace of Mind
Table 6 shows that there is no autocorrelation
due to the value of DW = 1.994 and the value of
dU = 1.553. Because DW > dU value, it can be
concluded that there is no autocorrelation, either
positive or negative. Anova test yields the F
number of 19,919 with Sig. = 0.00 <p .05, then this
regression model is appropriate to be used in
predicting the peaceful behavior of prospective
multicultural counselors.
The results of this study reinforce the
assumption contained in the Preamble of the
Constitution of UNESCO (1945) that “since war
begins in the minds of men, it is in the minds of
men that peacekeeping (and peace of mind) must
be built.” The same opinion expressed by
Kartadinata (2014)
“Kondisi optimum keadaan damai terjadi pada
individu yang akan menumbuhkan kedamaian
diri, kedamaian sosial, dan bangsa dan negara.
Kedamaian dipahami sebagai proses dan
produk. Kedamaian proses merujuk pada
perkembangan tata pikir (mindset), perilaku,
orientasi nilai, upaya memperbaiki keadaan,
dan penyelesaian konflik dalam kehidupan
manusia untuk mencapai sebuah keadaan
damai sebagai hasil.”
(The optimum conditions of a peaceful state
occur in individuals who will foster peace of
self, peace of social, nation, and state. Peace is
understood as a process and a product. The
peace of the process refers to the development
of mindset, behavior, value orientation,
corrective action, and conflict resolution in
human life to achieve a peaceful state as a
result.)
The development of the mind (peace of mind)
of man can only be done through education
(Preamble to the Constitution of UNESCO in
Kartadinata, 2014). The same opinion is embodied
in E-9 Summit statements in New Delhi in 1993
that “education is the only defence against war.”
Some practical implications for counselor
education programs to develop wisdom and peace
of prospective multicultural counselors are as
follows. First, the vision and goals of counselor
education need to be formulated holistically,
including wisdom (Levitt and Fiazza-Bonin, 2016;
Stanovich, 2001; Osterlund, 2016) and peace.
Secondly, the counselor education curriculum
needs to “provide a core program to strengthen the
personal of multicultural counselor” (Chenault,
1969; Kartadinata, 2011), wise and peaceful.
Third, the prospective multicultural counselor
needs to balance personal interests and to counsel
by considering, and mediated by, relative values.
Fourth, the development of wisdom (especially the
dimensions of managing emotions and experience)
is needed first before developing peace of mind and
peaceful behavior of prospective multicultural
counselors. Fifth, peace of mind needs to be
developed in counselor education so that peaceful
behavior is created in multicultural counseling. So,
a peace pedagogy model for the development of
peace in educational setting is needed (Setiadi et
al., 2017).
Sixth, wisdom and peace develop dynamically
so the determinant factors that affect the wisdom
and peace of prospective multicultural counselor
need to be studied intensively. Seventh, the main
principles of education to develop wisdom are to
provide the widest opportunity to ask questions,
Cultivating Wisdom, Harvesting Peace - Strengthening Multicultural Counselor Competencies for 21st Century
323

gain practical experience in authentic settings,
reflect, integrate, and internalize experiences to
prospective multicultural counselors (Brown,
2004; Frantz, 2014; Hanna, Bemak and Chung,
1999; Levitt and Fiazza-Bonin, 2016; Osterlund,
2016). Eighth, several methods that can be
considered and used to develop wisdom and peace
include Socratic dialogue, awareness exercises,
experiential learning, and reflective learning.
Ninth, counselor educators can act as experts,
facilitators, role models, standard
settlers/evaluators, reflectors, and trainers. Tenth,
evaluation must be “an integral part of the learning
process itself” (Chenault, 1969, Kartadinata, 2011)
in developing wisdom and peace. The evaluation
method can be in the form of self-report, objective
test, open question of scenario of conflict
resolution or dilemma. More important, however,
is the self-reflective material of prospective
multicultural counselors.
Finally, supervision is a vital component,
fundamental intervention, and instrumental
pedagogy in counselor education (Bernard and
Goodyear, 2014) and occupies a central role in
personal and professional development of
counselors (Walter and Young, 1999; Corey, et al.,
2011; and Wosket, 2003). Counselor Education
Program needs to reflect on standards that
emphasize the importance of supervising the
wisdom of potential counselors by using various
models of supervision (clinical, administrative,
developmental, integrative) through the various
relevant forms of supervision (individual, triadic,
and group) (Counseling and Related Educational
Programs, 2015; Association for Counselor
Education and Supervision, 2011).
4 CONCLUSSION
This study has confirmed that all research
hypotheses are accepted. First, there is a significant
positive relationship (medium) between wisdom
and peace of mind of the prospective multicultural
counselor. This result is supported by two
dimensions of wisdom, namely emotional
regulation and experience. Second, 9.8% of peace-
of-mind variability can be explained by the wisdom
of prospective multicultural counselors. Third,
there is a significant positive relationship
(strong/big) between wisdom and peaceful
behavior of prospective multicultural counselors.
This result is supported by two dimensions of
wisdom: emotional regulation and experience.
Fourth, 27.4% of the variability of peaceful
behavior can be explained by the wisdom of
prospective multicultural counselors. Fifth, there is
a significant positive (strong/big) peace of mind
and peaceful behavior of prospective multicultural
counselors. Finally, 33.2% of the variability in
peaceful behavior can be explained by peace of
mind.
The implication is that counselor educators in
counselor education programs need to consider and
facilitate the development of wisdom (particularly
the dimensions of managing emotions and
experience) and peace of mind in developing the
peaceful behavior of prospective multicultural
counselors. The main principle of counselor
education to develop wisdom is to provide the
widest possible opportunity for prospective
multicultural counselors to gain concrete
experience and practice in authentic scenes, asking
questions, gaining practical experience in authentic
settings, reflecting, integrating, internalizing, and
transforming their experiences in scenes of
counseling and multicultural life. Some of the
learning methods that can be considered and used
to develop wisdom and peace include Socratic
dialogue, awareness training, experiential learning,
and reflective learning.
ACKNOWLEDGEMENTS
Sincere appreciation and gratitude are presented to
all research participants, Jeffrey D. Webster, Yi-
Chen Lee, Yi-Cheng Lin, Chin-Lan Huang,
Barbara L. Fredrickson, and the Review Team of
the 1
st
International Conference on Educational
Sciences 2017.
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