# data[].attributes.body
"A.7.b. Confidentiality and Advocacy- Counselors obtain client consent prior to engaging in advocacy efforts on behalf of an identifiable client to improve the provision of services and to work toward removal of systemic barriers or obstacles that inhibit client access, growth, and development. "

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Privilege and Oppression in Counselor Education: An Intersectionality Framework

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Privilege and Oppression in Counselor Education: An Intersectionality Framework

# data[].attributes.body
"Abstract

Multiculturalism and social justice are considered major forces in the counseling profession, revolutionizing the complexity of social identity, cultural identity, and diversity. Although these major forces have influenced the profession, many challenges exist with their implementation within counselor education curriculum and pedagogy. A major challenge is the complex dynamics of privilege and oppression that both counselor educators and counseling students face. This article discusses the use of intersectionality to approach counselor education pedagogy and practice."

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Application: Theory to Culturally Competent Practice

Christian D. Chan , Deanna N. Cor , Monica P. Band ,

Department of Counseling, Marymount University.
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Counselor Education Department, Portland State University
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Corresponding Author

Department of Counseling, Idaho State University

Correspondence concerning this article should be addressed to Christian D. Chan, Department of Counseling, Idaho State University, 921 South 8th Avenue, Stop 8120, Pocatello, ID 83209 (e-mail: chanchr2@isu.edu ). Search for more papers by this author

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Abstract

Multiculturalism and social justice are considered major forces in the counseling profession, revolutionizing the complexity of social identity, cultural identity, and diversity. Although these major forces have influenced the profession, many challenges exist with their implementation within counselor education curriculum and pedagogy. A major challenge is the complex dynamics of privilege and oppression that both counselor educators and counseling students face. This article discusses the use of intersectionality to approach counselor education pedagogy and practice.

El multiculturalismo y la justicia social están considerados como fuerzas importantes con las que la profesión de la consejería está revolucionando la complejidad de la identidad social, la identidad cultural y la diversidad. Aunque estas fuerzas importantes han influido en la profesión, existen desafíos relacionados con su implementación en los planes curriculares y pedagogía de la educación de consejeros. Un desafío significativo es la compleja dinámica entre privilegio y opresión que enfrentan tanto los formadores de consejeros como los estudiantes de consejería. Este artículo discute el uso de la interseccionalidad para enfocar la pedagogía de la educación de consejeros y la práctica.

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Privilege and Oppression in Counselor Education: An Intersectionality Framework

# data[].attributes.attachment_link.description
Application: Theory to Culturally Competent Practice Christian D. Chan , Deanna N. Cor , Monica P. Band , Department of Counseling, Marymount University. Search for more papers by this author Counselor Education Department, Portland State University Search for more papers by this author Corresponding Author Department of Counseling, Idaho State University Correspondence concerning this article should be addressed to Christian D.

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Addressing Privilege and Oppression in Counselor Training and Practice: A Qualitative Analysis

# data[].attributes.subject
Addressing Privilege and Oppression in Counselor Training and Practice: A Qualitative Analysis

# data[].attributes.body
"Abstract

This qualitative study explored how 16 counselors conceptualize and address issues of privilege and oppression in the counseling session as well as how they perceive their training with respect to these constructs. In an effort to bridge multicultural training and counselor practice, implications for counselor training are provided based on the clinical and academic experiences counselors reported. Additionally, future research directions are included."

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Danica G. Hays , Jennifer K. Dean , Catherine Y. Chang ,

Department of Counseling and Psychological Services, Georgia State University
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Department of Counseling and Psychological Services, Georgia State University
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Corresponding Author

Department of Counseling and Psychological Services, Georgia State University

Mental Health Counseling Program, Department of Educational Leadership and Counseling, Old Dominion University

Mental Health Counseling Program, Department of Educational Leadership and Counseling, 110 Education Building, Old Dominion University, Norfolk, VA 23529 (e-mail: dhays@odu.edu ). Search for more papers by this author

First published:

Abstract

This qualitative study explored how 16 counselors conceptualize and address issues of privilege and oppression in the counseling session as well as how they perceive their training with respect to these constructs. In an effort to bridge multicultural training and counselor practice, implications for counselor training are provided based on the clinical and academic experiences counselors reported. Additionally, future research directions are included.

# data[].attributes.attachment_link.title
Addressing Privilege and Oppression in Counselor Training and Practice: A Qualitative Analysis

# data[].attributes.attachment_link.description
Danica G. Hays , Jennifer K. Dean , Catherine Y. Chang , Department of Counseling and Psychological Services, Georgia State University Search for more papers by this author Department of Counseling and Psychological Services, Georgia State University Search for more papers by this author Corresponding Author Department of Counseling and Psychological Services, Georgia State University Mental Health Counseling Program, Department of Educational Leadership and Counseling, Old Dominion University Mental Health Counseling Program, Department of Educational Leadership and Counseling, 110 Education Building, Old Dominion University, Norfolk, VA 23529 (e-mail: dhays@odu.edu ).

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Changing How We Approach Multicultural Counselor Education: Using Intersectionality, Power, Privilege, and Oppression to Frame Lived Experiences

# data[].attributes.subject
Changing How We Approach Multicultural Counselor Education: Using Intersectionality, Power, Privilege, and Oppression to Frame Lived Experiences

# data[].attributes.body
"Abstract

Historically, multicultural counselor education has taken a groups approach to educating students about cultural differences. Groups approaches explain cultural differences broadly, potentially leading students to minimize the potential for intra-group differences. This has led to the marginalization of the experiences of students with racial/ethnic minority identities. Incorporating the concepts of power, privilege, and oppression, along with the concept of intersectionality can allow multicultural educators to approach multicultural counselor education in a way that includes all students from any identity. These concepts, along with regularly addressed concepts like identity development, microaggressions, and advocacy, can lead to a broader view of cultural competency. Additionally, when students understand cultural competency within this framework, they have the tools to become lifelong learners. This approach allows students to learn about different client identities and cultures as they are encountered in the students' counseling experiences or as they evolve."

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Rehabilitation Research, Policy, and Education

# data[].attributes.attachment_link.title
Changing How We Approach Multicultural Counselor Education: Using Intersectionality, Power, Privilege, and Oppression to Frame Lived Experiences

# data[].attributes.attachment_link.description
Historically, multicultural counselor education has taken a groups approach to educating students about cultural differences. Groups approaches explain cultural differences broadly, potentially leading students to minimize the potential for intra-group differences. This has led to the marginalization of the experiences of students with racial/ethnic minority identities.

# data[].attributes.headline
White Counselors' Conceptualization of Privilege and Oppression: Implications for Counselor Training

# data[].attributes.subject
White Counselors' Conceptualization of Privilege and Oppression: Implications for Counselor Training

# data[].attributes.body
"Abstract

The authors in this qualitative study explored how White counselors define and experience privilege and oppression. Specifically, 2 research questions were addressed in semistructured interviews with 8 counselors: How do White counselors conceptualize privilege and oppression as separate but related constructs= and What experiences do White counselors generally describe concerning privilege and oppression? The authors present a research model that represents the factors that contribute to changes in the conceptualization and awareness of privilege and oppression and the way that these changes come about. Implications for counselor training are discussed."

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Danica G. Hays , Catherine Y. Chang , Jennifer K. Dean ,

Danica G. Hays, Catherine Y. Chang, and Jennifer K. Dean, Department of Counseling and Psychological Services, Georgia State University. This project was funded by a research grant from the Southern Association of Counselor Education and Supervision.
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Danica G. Hays, Catherine Y. Chang, and Jennifer K. Dean, Department of Counseling and Psychological Services, Georgia State University. This project was funded by a research grant from the Southern Association of Counselor Education and Supervision.
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Corresponding Author

Danica G. Hays, Catherine Y. Chang, and Jennifer K. Dean, Department of Counseling and Psychological Services, Georgia State University. This project was funded by a research grant from the Southern Association of Counselor Education and Supervision.

MSC 6A0915, Georgia State University, 33 Gilmer Street SE, Unit 6, Atlanta, GA 30303-3086 (e-mail: danicahays@yahoo.com ). Search for more papers by this author

First published:

Abstract

The authors in this qualitative study explored how White counselors define and experience privilege and oppression. Specifically, 2 research questions were addressed in semistructured interviews with 8 counselors: How do White counselors conceptualize privilege and oppression as separate but related constructs= and What experiences do White counselors generally describe concerning privilege and oppression? The authors present a research model that represents the factors that contribute to changes in the conceptualization and awareness of privilege and oppression and the way that these changes come about. Implications for counselor training are discussed.

# data[].attributes.attachment_link.title
White Counselors' Conceptualization of Privilege and Oppression: Implications for Counselor Training

# data[].attributes.attachment_link.description
Danica G. Hays , Catherine Y. Chang , Jennifer K. Dean , Danica G. Hays, Catherine Y. Chang, and Jennifer K. Dean, Department of Counseling and Psychological Services, Georgia State University. This project was funded by a research grant from the Southern Association of Counselor Education and Supervision.

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Hello from the other side: Student of color perspectives in supervision

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Hello from the other side: Student of color perspectives in supervision

# data[].attributes.body
"Abstract
The demographic make-up of students in mental health-focused graduate programs continues to diversify, making it increasingly imperative for supervisors providing supervision to trainees to be able to do so in a multiculturally responsive manner. As two students who come from underrepresented backgrounds, we share our perspectives via specific experiences that occurred while receiving supervision. We review three vignettes that we believe to be representative of the impact of supervisors either effectively or ineffectively approaching supervision using a multicultural framework. Each vignette follows with a review of salient points capturing the significance of these experiences to us as students of color. We conclude with providing recommendations for the field with the aims of enhancing the presences of a multiculturally informed approach in supervision and client care."

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Using Supervision to Prepare Social Justice Counseling Advocates

# data[].attributes.subject
Using Supervision to Prepare Social Justice Counseling Advocates

# data[].attributes.body
"Abstract

Over the past several years, there has been an increased focus on integrating not only multiculturalism in the counseling profession, but also advocacy and social justice. Although the professional literature addresses the importance of cultural competence in supervision, there is a paucity of information about social justice advocacy in relation to the process of counseling supervision. In this article, the authors share a rationale for integrating a social justice advocacy orientation in supervision, discuss the connection between diversity and social justice advocacy counseling competence, address challenges faced by supervisors, and suggest specific strategies for use in supervision to prepare counselors to be social justice counseling advocates."

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Harriet L. Glosoff , Judith C. Durham ,

Department of Counseling and Family Therapy, Saint Joseph College
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Corresponding Author

Department of Human Services, University of Virginia

Department of Counseling and Educational Leadership, Montclair State University

Department of Counseling and Educational Leadership, Montclair State University, 1 Normal Avenue, UN 3156, Montclair, NJ 07043 (e-mail: glosoffh@mail.montclair.edu )
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First published:

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Using Supervision to Prepare Social Justice Counseling Advocates

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Awareness of White Privilege among White Counseling Trainees

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Awareness of White Privilege among White Counseling Trainees

# data[].attributes.body
"Abstract

In this study, the written reactions of 34 White master’s counseling students to a list developed by Peggy McIntosh describing her experience of White privilege were analyzed using qualitative methodology. Three general themes and corresponding subthemes were identified and revealed varied levels of awareness of White privilege. The three general themes represent increasing levels of awareness, from none, to demonstrated awareness but unwillingness to engage in proaction, to a more profound awareness of privilege and proactive efforts to eradicate privilege. Directions for future research and training are presented."

# data[].attributes.attachment_link.readable_text
In this study, the written reactions of 34 White master's counseling students to a list developed by Peggy McIntosh describing her experience of White privilege were analyzed using qualitative methodology. Three general themes and corresponding subthemes were identified and revealed varied levels of awareness of White privilege. The three general themes represent increasing levels of awareness, from none, to demonstrated awareness but unwillingness to engage in proaction, to a more profound awareness of privilege and proactive efforts to eradicate privilege. Directions for future research and training are presented.

Ancis, J. R. , & Ladany, N. (2001). A multicultural framework for counselor supervision. In L. J. Bradley & N. Ladany (Eds.), Counselor supervision: Principles, process, and practice (3rd ed.). Philadelphia: Brunner-Routledge.
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Ivey, A. E. , Fouad, N. A. , Arredondo, P. , & D'Andrea, M. (1999). Guidelines for multicultural counseling competencies: Implications for practice, training, and research. Unpublished manuscript.
Google Scholar

McIntosh, P. (1995). White privilege and male privilege: A personal account of coming to see correspondences through work in women's studies. In M. L. Andersen & P. H. Collins (Eds.), Race, class, and gender: An anthology (2nd ed., pp. 76-87). Belmont, CA: Wadsworth.
Google Scholar

Wildman, S. M. (1996). Privilege revealed: How invisible preference undermines America. New York: New York University Press.
Google Scholar

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Awareness of White Privilege among White Counseling Trainees - Julie R. Ancis, Dawn M. Szymanski, 2001

# data[].attributes.attachment_link.description
In this study, the written reactions of 34 White master's counseling students to a list developed by Peggy McIntosh describing her experience of White privilege were analyzed using qualitative methodology. Three general themes and corresponding subthemes were identified and revealed varied levels of awareness of White privilege.

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Social Privilege, Social Justice, and Group Counseling: An Inquiry

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Social Privilege, Social Justice, and Group Counseling: An Inquiry

# data[].attributes.body
"Abstract

The construct of social privilege is ubiquitous within the multicultural and social justice literature. However, the group work literature has yet to integrate the construct into group theory, processes, and training. In this article, we review the group literature on multicultural and diversity issues. Also, we examine the multicultural and social justice literature for an operational definition of social privilege. Finally, we make an argument for the impact of social privilege on group work and for the necessity of integrating social justice competencies into group work."

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Social Privilege, Social Justice, and Group Counseling: An Inquiry

# data[].attributes.attachment_link.description
The construct of social privilege is ubiquitous within the multicultural and social justice literature. However, the group work literature has yet to integrate the construct into group theory, processes, and training. In this article, we review the group literature on multicultural and diversity issues.

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Charting the Center and the Margins: Addressing Identity, Marginalization, and Privilege in Counseling 

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Charting the Center and the Margins: Addressing Identity, Marginalization, and Privilege in Counseling 

# data[].attributes.body
"Abstract
In order to address the inequities experienced by individuals who experience multiple forms of marginalization, counselors must be able to make linkages between identity, marginalization, and privilege. Equally important is the need to balance individual counseling with advocacy. This perspective requires counselors to understand how identities intersect and the ways in which a counselor's and client's statuses as members of privileged and marginalized groups influence the therapeutic relationship. These expectations are based on the new Multicultural and Social Justice Counseling Competencies (MSJCC), which were recently endorsed by the American Counseling Association. To address these challenges, and to operationalize the MSJCC, the Multicultural and Social Justice Counseling Competencies—Assessment Form (MSJCC-AF) is introduced. This form incorporates intersectionalities and advocacy with counseling."

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Race, power, and multicultural counseling psychology: Understanding white privilege and color-blind racial attitudes

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Race, power, and multicultural counseling psychology: Understanding white privilege and color-blind racial attitudes

# data[].attributes.headline
White Racial Identity Statuses as Predictors of White Privilege Awareness

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White Racial Identity Statuses as Predictors of White Privilege Awareness

# data[].attributes.body
"Abstract

This study explored the relationship between White privilege awareness and White racial identity development for 197 counseling trainees. Results indicated that 3 of J. E. Helms's (1984, 1990, 1995) White racial identity statuses (i.e., Contact, Reintegration, and Immersion/Emersion) significantly predicted White privilege awareness. Implications for counselor development and research are discussed."

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DANICA G. HAYS , CATHERINE Y. CHANG , PAMELA HAVICE ,

Counselor Education Program, Clemson University
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Counseling and Psychological Services, Georgia State University
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Corresponding Author

Department of Educational Leadership and Counseling, Old Dominion University

Department of Educational Leadership and Counseling, Old Dominion University, 116-2 Education Building, Norfolk, VA 23529 (e-mail: dhays@odu.edu ) Search for more papers by this author

First published:

Abstract

This study explored the relationship between White privilege awareness and White racial identity development for 197 counseling trainees. Results indicated that 3 of J. E. Helms's (1984, 1990, 1995) White racial identity statuses (i.e., Contact, Reintegration, and Immersion/Emersion) significantly predicted White privilege awareness. Implications for counselor development and research are discussed.

# data[].attributes.attachment_link.title
White Racial Identity Statuses as Predictors of White Privilege Awareness

# data[].attributes.attachment_link.description
DANICA G. HAYS , CATHERINE Y. CHANG , PAMELA HAVICE , Counselor Education Program, Clemson University Search for more papers by this author Counseling and Psychological Services, Georgia State University Search for more papers by this author Corresponding Author Department of Educational Leadership and Counseling, Old Dominion University Department of Educational Leadership and Counseling, Old Dominion University, 116-2 Education Building, Norfolk, VA 23529 (e-mail: dhays@odu.edu ) Search for more papers by this author First published: This study explored the relationship between White privilege awareness and White racial identity development for 197 counseling trainees.

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Counseling leadership and professional counselor identity: a phenomenological study

# data[].attributes.subject
Counseling leadership and professional counselor identity: a phenomenological study

# data[].attributes.body
"Abstract

This phenomenological study explored the perspectives and experiences of 12 counseling leaders grounding their leadership within professional counselor identity. The results of this study yielded five main themes (i.e., person as leader, culture, privilege and responsibility, counseling leadership, advocacy and impact), each with three subthemes. Implications for counseling leadership, leadership training, multicultural leadership, and research are discussed."

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Facilitating Trainees' Multicultural Development and Social Justice Advocacy Through a Refugee/Immigrant Mental Health Program

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Facilitating Trainees' Multicultural Development and Social Justice Advocacy Through a Refugee/Immigrant Mental Health Program

# data[].attributes.body
"Abstract

This qualitative study explored trainees' experiences in an outreach program for refugee/immigrant women to examine if those experiences facilitated the development of multicultural competency and social justice advocacy. Twelve students were interviewed, and their responses yielded 3 categories: development of cultural knowledge, counseling-related skills, and personal growth and reactions. The results indicate that student involvement in an outreach program can strengthen multicultural sensitivity and advocacy engagement."

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Johanna E. Nilsson , Codi L. Schale , Supavan Khamphakdy-Brown ,

Division of Counseling and Educational Psychology, University of Missouri-Kansas City.
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Division of Counseling and Educational Psychology, University of Missouri-Kansas City.
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Corresponding Author

Division of Counseling and Educational Psychology, University of Missouri-Kansas City.

Division of Counseling and Educational Psychology, University of Missouri-Kansas City, 225 Education Building, 5100 Rockhill Road, Kansas City, MO 64110 (e-mail: nilssonj@umkc.edu ). Search for more papers by this author

First published:

Abstract

This qualitative study explored trainees' experiences in an outreach program for refugee/immigrant women to examine if those experiences facilitated the development of multicultural competency and social justice advocacy. Twelve students were interviewed, and their responses yielded 3 categories: development of cultural knowledge, counseling-related skills, and personal growth and reactions. The results indicate that student involvement in an outreach program can strengthen multicultural sensitivity and advocacy engagement.

# data[].attributes.attachment_link.title
Facilitating Trainees' Multicultural Development and Social Justice Advocacy Through a Refugee/Immigrant Mental Health Program

# data[].attributes.attachment_link.description
Johanna E. Nilsson , Codi L. Schale , Supavan Khamphakdy-Brown , Division of Counseling and Educational Psychology, University of Missouri-Kansas City. Search for more papers by this author Division of Counseling and Educational Psychology, University of Missouri-Kansas City. Search for more papers by this author Corresponding Author Division of Counseling and Educational Psychology, University of Missouri-Kansas City.

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Addressing Social Justice Issues in Supervision: A Call for Client and Professional Advocacy

# data[].attributes.subject
Addressing Social Justice Issues in Supervision: A Call for Client and Professional Advocacy

# data[].attributes.body
"Abstract

Given the increased awareness of the need for counselors to be social change agents to best meet the needs of the clients they serve, the counseling profession has adopted competencies and standards to guide advocacy efforts. Supervision offers a forum for facilitating the development of these necessary skills for effective advocacy. This article presents a three-tier model to assist supervisors in preparing future counselor advocates. Framed within a social constructivist epistemology, the model facilitates the examination of social justice issues relative to client advocacy and professional advocacy in relation to self-awareness, client services, and community collaboration. Supplemental activities follow."

# data[].attributes.headline
Addressing Social Justice Issues in Supervision: A Call for Client and Professional Advocacy

# data[].attributes.subject
Addressing Social Justice Issues in Supervision: A Call for Client and Professional Advocacy

# data[].attributes.body
"Abstract

Given the increased awareness of the need for counselors to be social change agents to best meet the needs of the clients they serve, the counseling profession has adopted competencies and standards to guide advocacy efforts. Supervision offers a forum for facilitating the development of these necessary skills for effective advocacy. This article presents a three-tier model to assist supervisors in preparing future counselor advocates. Framed within a social constructivist epistemology, the model facilitates the examination of social justice issues relative to client advocacy and professional advocacy in relation to self-awareness, client services, and community collaboration. Supplemental activities follow."

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White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling

# data[].attributes.subject
White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling

# data[].attributes.body
"Abstract
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts."

# data[].attributes.attachment_link.readable_text
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts.

Descriptors: Whites, School Counselors, Minority Group Students, Racial Differences, Counselor Training, Graduate Students, Racial Bias, Racial Factors, Racial Identification, Identification (Psychology), Cultural Influences, Social Justice, Critical Theory, Race, Advocacy, Counseling Techniques, Vignettes

Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu

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ERIC - EJ1062933 - White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling, Journal of School Counseling, 2015

# data[].attributes.attachment_link.description
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors.

# data[].attributes.headline
White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling

# data[].attributes.subject
White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling

# data[].attributes.body
"Abstract
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts."

# data[].attributes.attachment_link.readable_text
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts.

Descriptors: Whites, School Counselors, Minority Group Students, Racial Differences, Counselor Training, Graduate Students, Racial Bias, Racial Factors, Racial Identification, Identification (Psychology), Cultural Influences, Social Justice, Critical Theory, Race, Advocacy, Counseling Techniques, Vignettes

Journal of School Counseling. Montana State University, College of Education, Health and Human Development, P.O. Box 172940, Bozeman, MT 59717. Tel: 406-994-4133; Fax: 406-994-1854; e-mail: ehhddean@montana.edu; Web site: http://jsc.montana.edu

# data[].attributes.attachment_link.title
ERIC - EJ1062933 - White School Counselors Becoming Racial Justice Allies to Students of Color: A Call to the Field of School Counseling, Journal of School Counseling, 2015

# data[].attributes.attachment_link.description
White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors.

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Social justice advocacy: the role of race and gender prejudice, injustice, and diversity experiences

# data[].attributes.subject
Social justice advocacy: the role of race and gender prejudice, injustice, and diversity experiences

# data[].attributes.body
"Abstract
Applying the Resource Model of Political Participation, this study extended the emerging research on trainees’ social justice advocacy (SJA) by examining race and gender variables among 281 counselors-in-training. Although no racial and gender differences were found regarding trainees’ SJA, we found significant race and gender differences in trainees’ awareness of modern racism and sexism. Structural Equation Modeling revealed that exposure to racist and sexist events and participation in formal diversity experiences had significant links to SJA. Specifically, exposure to racist events and participation in formal and informal diversity experiences were negatively associated with color-blind racial attitudes. Exposure to sexist events was negatively linked to modern sexist beliefs. Implications for theory, training, and research are addressed."

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ABSTRACT
Applying the Resource Model of Political Participation, this study extended the emerging research on trainees' social justice advocacy (SJA) by examining race and gender variables among 281 counselors-in-training. Although no racial and gender differences were found regarding trainees' SJA, we found significant race and gender differences in trainees' awareness of modern racism and sexism. Structural Equation Modeling revealed that exposure to racist and sexist events and participation in formal diversity experiences had significant links to SJA. Specifically, exposure to racist events and participation in formal and informal diversity experiences were negatively associated with color-blind racial attitudes. Exposure to sexist events was negatively linked to modern sexist beliefs. Implications for theory, training, and research are addressed.

Disclosure of potential conflicts of interest

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Linh P. Luu, PhD, is the Associate Director/ Training Director at the University of Memphis Student Health and Counseling Services, Memphis, TN, USA. Her scholarly interests include social justice advocacy and multicultural competency in training and clinical supervision, racial and gender issues, and issues related to Asian American mental health. She has published various journal articles and book chapters and presented at international and national conferences. She has been recognized by the American Psychological Association - Society of Counseling Psychology and Society for the Psychology of Women for her scholarship and services.Arpana G. Inman, PhD, is the Associate Dean, Office of Academic Affairs, College of Education and Human Ecology at the Ohio State University, Columbus, OH, USA. She is a supervisor trainer and scholar with research interests in multicultural competencies/social justice in supervision/training, international and immigrant psychology. She has presented at various conferences and conducts clinical supervision workshops nationally and internationally. She is a fellow of the American Psychological Association (APA) and the Asian American Psychological Association, a Fulbright Scholar, and a recipient of the Excellence in Supervision Research Award from the Society of Counseling Psychology, Section on Supervision and Training.

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Social justice advocacy: the role of race and gender prejudice, injustice, and diversity experiences

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ABSTRACT Applying the Resource Model of Political Participation, this study extended the emerging research on trainees' social justice advocacy (SJA) by examining race and gender variables among 281 counselors-in-training. Although no racial and gender differences were found regarding trainees' SJA, we found significant race and gender differences in trainees' awareness of modern racism and sexism.

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White Privilege, Oppression, and Racial Identity Development: Implications for Supervision

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White Privilege, Oppression, and Racial Identity Development: Implications for Supervision

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"Abstract

Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack-Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision."

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Abstract

Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack-Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision.

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White Privilege, Oppression, and Racial Identity Development: Implications for Supervision

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Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack-Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision.

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Racism and White counselor training: Influence of White racial identity theory and research

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Racism and White counselor training: Influence of White racial identity theory and research

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"Abstract
White counselors currently and in the future are projected to constitute the majority of counseling practitioners. In a racist and culturally diverse society, White counseling students need to learn to effectively counsel racially diverse clients. In this article, the inclusion of awareness, knowledge, and skills around racism and racial identity development is discussed as critical to counselor training programs with White counseling students. Intentional and strategic efforts to assist White counseling students recognize their personal racial identity and privileges of racism are presented as tools to assist the counseling profession to reduce the perpetuation of racist attitudes and racism. This article concludes with a review of the influence of White racial identity theory and research on White counselor training as a tool to foster the maturation of ethical, professional, and culturally competent counselors."

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Sherlon P. Pack-Brown ,

Corresponding Author

Associate Professor

Department of Guidance and Counseling in the College of Education and Human Development at Bowling Green State University, Bowling Green, Ohio

Department of Guidance and Counseling-Division of Intervention Services, College of Education and Human Development, Bowling Green State University, Bowling Green, OH 43402 (e-mail: sbrown@bgnet.bgsu.edu ) Search for more papers by this author

First published:

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Racism and White Counselor Training: Influence of White Racial Identity Theory and Research

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Tele-mental health with marginalized communities in rural locales: Trainee and supervisor perspectives

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Tele-mental health with marginalized communities in rural locales: Trainee and supervisor perspectives

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"Abstract
The provision of mental health care via technology has been used successfully for several years with rural communities. The COVID-19 pandemic, however, led to a substantial surge in usage of tele-mental health as therapists sought to maintain continuity of care for their clients when in-person sessions became unsafe and the need for services increased. Based on our experience with tele-mental health, especially synchronous digital video conferencing, in an underserved rural state as 2 trainees and a supervisor, we offer our perspective on considerations for tele-mental health with clients from marginalized communities. Three themes are explored: utilizing a multicultural lens, being an advocate, and promoting flexibility within fidelity."