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."

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."

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."

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."

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."

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."

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."

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."

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."

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."

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."

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."

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."