E. Mason, A. Robertson, Nkenji Clarke, Cheryl C. Holcomb-Mccoy
As a profession, school counseling must serve as an active force against systemic racism, and school counselor preparation must equip future professionals as antiracist agents of change. This article expands the original Transforming School Counseling Initiative (TSCI) tenets that sought to re-envision school counselor preparation in the late 1990s with language that explicitly supports antiracism. The authors offer a definition of antiracist school counseling and sample assignments and experiences that align with the revised tenets.
{"title":"Antiracist School Counselor Preparation: Expanding on the Five Tenets of the Transforming School Counseling Initiative","authors":"E. Mason, A. Robertson, Nkenji Clarke, Cheryl C. Holcomb-Mccoy","doi":"10.7290/tsc030202","DOIUrl":"https://doi.org/10.7290/tsc030202","url":null,"abstract":"As a profession, school counseling must serve as an active force against systemic racism, and school counselor preparation must equip future professionals as antiracist agents of change. This article expands the original Transforming School Counseling Initiative (TSCI) tenets that sought to re-envision school counselor preparation in the late 1990s with language that explicitly supports antiracism. The authors offer a definition of antiracist school counseling and sample assignments and experiences that align with the revised tenets.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"263 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Racism is alive and well in the United States. To promote critical consciousness and anti-racism in counselors-in-training, the counseling theories course, typically a student’s introduction to the profession, requires revision. Thus, we propose a critical counseling theories course. In this course we argue critical theories (multicultural theory, social constructivism, feminist theory, and critical race theory) and neurocounseling theory should be centered; introducing theories that are relevant to our current sociopolitical reality and that promote the values of anti-racism in the counseling profession. In this article we describe the critical counseling theories course structure, instructional approach, and assignments. Data from student evaluations, instructor reflections, and student focus groups add to the justification that a critical counseling theories course could successfully instill critical consciousness in counselors-in-training and in turn promote anti-racism in counseling theory and practice.
{"title":"Promoting Anti-Racism and Critical Consciousness through a Critical Counseling Theories Course","authors":"Jyotsana Sharma, Carlos P. Hipolito-Delgado","doi":"10.7290/tsc030203","DOIUrl":"https://doi.org/10.7290/tsc030203","url":null,"abstract":"Racism is alive and well in the United States. To promote critical consciousness and anti-racism in counselors-in-training, the counseling theories course, typically a student’s introduction to the profession, requires revision. Thus, we propose a critical counseling theories course. In this course we argue critical theories (multicultural theory, social constructivism, feminist theory, and critical race theory) and neurocounseling theory should be centered; introducing theories that are relevant to our current sociopolitical reality and that promote the values of anti-racism in the counseling profession. In this article we describe the critical counseling theories course structure, instructional approach, and assignments. Data from student evaluations, instructor reflections, and student focus groups add to the justification that a critical counseling theories course could successfully instill critical consciousness in counselors-in-training and in turn promote anti-racism in counseling theory and practice.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71085876","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Alex Gantt, Kaprea F. Johnson, Judith W. Preston, Brittany G. Suggs, Megan Cannedy
This phenomenological study explores school counselors in training (SCITs’) experiences addressing social determinants of health (SDOH), the leading causes of educational and wellness inequities. Interviews with eight SCITs revealed three core themes: (1) professional identity conflict between awareness, skills, and action; (2) social justice knowledge to practice gap; and (3) recommendations for knowledge to practice gap resolution. Themes explained participant preparedness for responding to disparities. Participants were aware of challenges related to SDOH, though struggled with addressing those challenges due to lack of preparation or perceived role constraints. Participants also experienced difficulty practically applying their understanding of social justice theory to SDOH-related challenges. The researchers noted various recommendations for how SDOH may be addressed in the counselor education curriculum and in practice.
{"title":"School Counseling Interns’ Lived Experiences Addressing Social Determinants of Health","authors":"Alex Gantt, Kaprea F. Johnson, Judith W. Preston, Brittany G. Suggs, Megan Cannedy","doi":"10.7290/tsc030307","DOIUrl":"https://doi.org/10.7290/tsc030307","url":null,"abstract":"This phenomenological study explores school counselors in training (SCITs’) experiences addressing social determinants of health (SDOH), the leading causes of educational and wellness inequities. Interviews with eight SCITs revealed three core themes: (1) professional identity conflict between awareness, skills, and action; (2) social justice knowledge to practice gap; and (3) recommendations for knowledge to practice gap resolution. Themes explained participant preparedness for responding to disparities. Participants were aware of challenges related to SDOH, though struggled with addressing those challenges due to lack of preparation or perceived role constraints. Participants also experienced difficulty practically applying their understanding of social justice theory to SDOH-related challenges. The researchers noted various recommendations for how SDOH may be addressed in the counselor education curriculum and in practice.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71086717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is to propose a core anti-racist counseling course to assist students in developing an anti-racist counseling identity including pedagogical practices, course learning objectives and assignments. Implications will be provided for counselor preparation programs, counseling students, and counselor educators to employ.
{"title":"The Case for a Core Anti-racist Course for Counselors in Training","authors":"Ileana A. Gonzalez, Raven K. Cokley","doi":"10.7290/tsc030204","DOIUrl":"https://doi.org/10.7290/tsc030204","url":null,"abstract":"Historically, counseling programs in the United States have been rooted in whiteness and white supremacy. Despite this historical context, counseling programs fail to teach students about the varied ways that anti-Blackness and systemic racism show up in society, classrooms, and clinical settings. Given the systemic murders of Black folks by the state, the health disparities highlighted by the COVID-19 pandemic, and the refusal of white voters to abandon white supremacist patriarchy in the 2020 presidential election, the counseling field must reconsider how it prepares trainees to embrace anti-racism in their personal and professional lives. The purpose of this article is to propose a core anti-racist counseling course to assist students in developing an anti-racist counseling identity including pedagogical practices, course learning objectives and assignments. Implications will be provided for counselor preparation programs, counseling students, and counselor educators to employ.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71086047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Given the increase of violence against Black, Indigenous, People of Color (BIPOC), there is no doubt a need to tackle racialized violence in schools. This phenomenological study draws on semi-structured interviews with school counselors to explore their experiences and practices to disrupt the racialized disciplinary practices that disproportionally target Black, Indigenous, and Students of Color. We draw on theories of racialized organizations and organizational routines to better understand how school counselors make sense of their practices in racialized disciplinary practices that dehumanize and criminalized youth of color. Findings from this study revealed two themes: 1) school counselors’ perceived neutrality towards disciplinary practices and 2) school counselors’ advocacy in racialized school discipline practices. This study offers some implications for professional school counseling organization, counselor educators, and school counselors to inform their anti-racist pedagogy to dismantle racialized punitive practices in schools.
{"title":"School Counselors Involvement and Opportunities to Advocate Against Racialized Punitive Practices","authors":"Edwin I. Hernández, E. Espinoza, Jewel Patterson","doi":"10.7290/tsc030210","DOIUrl":"https://doi.org/10.7290/tsc030210","url":null,"abstract":"Given the increase of violence against Black, Indigenous, People of Color (BIPOC), there is no doubt a need to tackle racialized violence in schools. This phenomenological study draws on semi-structured interviews with school counselors to explore their experiences and practices to disrupt the racialized disciplinary practices that disproportionally target Black, Indigenous, and Students of Color. We draw on theories of racialized organizations and organizational routines to better understand how school counselors make sense of their practices in racialized disciplinary practices that dehumanize and criminalized youth of color. Findings from this study revealed two themes: 1) school counselors’ perceived neutrality towards disciplinary practices and 2) school counselors’ advocacy in racialized school discipline practices. This study offers some implications for professional school counseling organization, counselor educators, and school counselors to inform their anti-racist pedagogy to dismantle racialized punitive practices in schools.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71086081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This correlational study explored the relationship between feedback and counselor self-efficacy during online counselor education residency. Participants (N=145) were students from eight Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited online counseling programs who completed instruments on perceptions of positive and corrective feedback, attitudes towards corrective feedback, and counselor self-efficacy. Results showed a significant positive correlation between perceptions of corrective feedback and self-efficacy. Two factors related to perceptions of corrective feedback also showed significant correlations with self-efficacy. Implications concerning providing corrective feedback in supervision for counselor in training are discussed.
{"title":"Encouragement Is Not Enough: Perceptions and Attitudes towards Corrective Feedback and Their Relationship to Self-Efficacy","authors":"Vasti Holstun, Neil Rigsbee, Lynn Bohecker","doi":"10.7290/tsc030302","DOIUrl":"https://doi.org/10.7290/tsc030302","url":null,"abstract":"This correlational study explored the relationship between feedback and counselor self-efficacy during online counselor education residency. Participants (N=145) were students from eight Council for Accreditation of Counseling and Related Educational Programs (CACREP) accredited online counseling programs who completed instruments on perceptions of positive and corrective feedback, attitudes towards corrective feedback, and counselor self-efficacy. Results showed a significant positive correlation between perceptions of corrective feedback and self-efficacy. Two factors related to perceptions of corrective feedback also showed significant correlations with self-efficacy. Implications concerning providing corrective feedback in supervision for counselor in training are discussed.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71087042","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
T. Suri, L. Woolson, Arianna Trott, Marty Apodaca, M. K. Brammer, D. K. Daniel, Diane Lacen, Tom A. Chávez
As a part of a Multicultural course, students in a doctoral program at a university in the Southwest worked together to synthesize a definition of social justice. The constructivist process implemented in this educational experience represented social justice in action, through co-construction of shared meaning. This definition, centered on Iris Young’s (2004) Five Faces of Oppression, resulted in the following: Social justice is addressing oppression, violence, exploitation, marginalization, powerlessness, and cultural imperialism through counselors’ efforts and advocacy, while promoting a critical perspective of the culture of silence. Social Justice is an active, effective change on micro- and macro-levels to alter social systems and institutions, whereby improving human rights and access to resources. Social justice is actively engaging in education, advocacy, critical thinking, systemic change, and client empowerment in order to diffuse mechanisms of oppression for the purpose of assisting clients in reaching their human potential.
{"title":"Constructivism in Action: A Dynamic Group Process in Defining and Applying Principles of Social Justice","authors":"T. Suri, L. Woolson, Arianna Trott, Marty Apodaca, M. K. Brammer, D. K. Daniel, Diane Lacen, Tom A. Chávez","doi":"10.7290/tsc030301","DOIUrl":"https://doi.org/10.7290/tsc030301","url":null,"abstract":"As a part of a Multicultural course, students in a doctoral program at a university in the Southwest worked together to synthesize a definition of social justice. The constructivist process implemented in this educational experience represented social justice in action, through co-construction of shared meaning. This definition, centered on Iris Young’s (2004) Five Faces of Oppression, resulted in the following: Social justice is addressing oppression, violence, exploitation, marginalization, powerlessness, and cultural imperialism through counselors’ efforts and advocacy, while promoting a critical perspective of the culture of silence. Social Justice is an active, effective change on micro- and macro-levels to alter social systems and institutions, whereby improving human rights and access to resources. Social justice is actively engaging in education, advocacy, critical thinking, systemic change, and client empowerment in order to diffuse mechanisms of oppression for the purpose of assisting clients in reaching their human potential.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71086735","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research in counseling is at a crossroads with an overwhelming focus on topics that fail to connect to client-centered outcomes or generate findings that attract external funding opportunities. Concern over the type of research conducted in counseling appears warranted. If the dissertation is viewed as the primary outcome of research training, the majority of dissertations in counselor education lack application to client-centered outcomes or potential funding opportunities. Rather, counseling dissertations seem overwhelmingly focused on counselor training, school counselor training and environment, and multicultural/social justice competence of counselors in training (Richards et al., 2018). A likely outcome is that graduating students pursuing academic positions may lack a research agenda built off of their dissertation research that is impactful and fundable. For a profession focused on “empower[ing] diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals” (Kaplan et al., 2014, p. 366), much of the research generated through dissertations appears focused on perceptions of counseling and competence for counselors and counselors in training. An apparent obstacle in developing researchers in counselor education is the lack of association of research with the practice of counseling. In this regard, Baltrinic and Wachter Morris (2020) noted the role of signature pedagogy in counselor education, implying that the absence of a signature pedagogy could result in reduced preparation for students to engage in practices specific to the profession. More specifically, the emphasis on educational research, as opposed to counseling research, diminishes the understanding and application of research to counseling.
咨询研究正处于一个十字路口，过于关注那些无法与以客户为中心的结果联系起来的主题，或者无法产生吸引外部资助机会的发现。对在咨询中进行的研究类型的关注似乎是有道理的。如果论文被视为研究培训的主要成果，咨询师教育中的大多数论文缺乏以客户为中心的成果或潜在的资助机会的应用。相反，咨询论文似乎绝大多数集中在咨询师培训，学校咨询师培训和环境，以及培训中咨询师的多元文化/社会正义能力(Richards et al.， 2018)。一个可能的结果是，追求学术职位的毕业生可能缺乏建立在他们的论文研究基础上的有影响力和可资助的研究议程。对于一个专注于“授权不同的个人、家庭和团体来实现心理健康、健康、教育和职业目标”的职业来说(Kaplan et al.， 2014, p. 366)，通过论文产生的大部分研究似乎都集中在咨询师和培训咨询师对咨询和能力的看法上。发展咨询教育研究人员的一个明显障碍是缺乏研究与咨询实践的联系。在这方面，Baltrinic和Wachter Morris(2020)指出了签名教学法在咨询师教育中的作用，这意味着缺乏签名教学法可能会导致学生从事该专业特定实践的准备工作减少。更具体地说，强调教育研究，而不是咨询研究，减少了对咨询研究的理解和应用。
{"title":"The Challenge of Counseling Research in Developing a Signature Pedagogy for Quantitative Methods","authors":"R. Balkin","doi":"10.7290/tsc020206","DOIUrl":"https://doi.org/10.7290/tsc020206","url":null,"abstract":"Research in counseling is at a crossroads with an overwhelming focus on topics that fail to connect to client-centered outcomes or generate findings that attract external funding opportunities. Concern over the type of research conducted in counseling appears warranted. If the dissertation is viewed as the primary outcome of research training, the majority of dissertations in counselor education lack application to client-centered outcomes or potential funding opportunities. Rather, counseling dissertations seem overwhelmingly focused on counselor training, school counselor training and environment, and multicultural/social justice competence of counselors in training (Richards et al., 2018). A likely outcome is that graduating students pursuing academic positions may lack a research agenda built off of their dissertation research that is impactful and fundable. For a profession focused on “empower[ing] diverse individuals, families, and groups to accomplish mental health, wellness, education, and career goals” (Kaplan et al., 2014, p. 366), much of the research generated through dissertations appears focused on perceptions of counseling and competence for counselors and counselors in training. An apparent obstacle in developing researchers in counselor education is the lack of association of research with the practice of counseling. In this regard, Baltrinic and Wachter Morris (2020) noted the role of signature pedagogy in counselor education, implying that the absence of a signature pedagogy could result in reduced preparation for students to engage in practices specific to the profession. More specifically, the emphasis on educational research, as opposed to counseling research, diminishes the understanding and application of research to counseling.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44429120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In response to Baltrinic and Wachter Morris’ challenge, the authors discuss whether the counseling profession has a signature pedagogy in the area of multicultural and social justice competencies. The authors examine broad and specific features of signature pedagogies at the professional, program, and course levels for Multicultural and Social Justice Competencies.
{"title":"Response to Signature Pedagogies: A Framework for Pedagogical Foundations in Counselor Education: Through a Multicultural and Social Justice Competencies Lens","authors":"Catherine Y. Chang, Ashlei Rabess","doi":"10.7290/tsc020203","DOIUrl":"https://doi.org/10.7290/tsc020203","url":null,"abstract":"In response to Baltrinic and Wachter Morris’ challenge, the authors discuss whether the counseling profession has a signature pedagogy in the area of multicultural and social justice competencies. The authors examine broad and specific features of signature pedagogies at the professional, program, and course levels for Multicultural and Social Justice Competencies.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46716579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
teaching current status of doctoral-level teaching preparation in counselor education, review of literature regarding strategies for preparing doctoral students to teach. Supervision and mentorship emerged as key themes in this relatively new area of preparation. The author explores whether current practice is sufficient to identify these processes as signature pedagogies.
{"title":"Signature Pedagogies: Doctoral-Level Teaching Preparation","authors":"Casey A. Barrio Minton, Casey A. Barrio","doi":"10.7290/tsc020205","DOIUrl":"https://doi.org/10.7290/tsc020205","url":null,"abstract":"teaching current status of doctoral-level teaching preparation in counselor education, review of literature regarding strategies for preparing doctoral students to teach. Supervision and mentorship emerged as key themes in this relatively new area of preparation. The author explores whether current practice is sufficient to identify these processes as signature pedagogies.","PeriodicalId":74907,"journal":{"name":"Teaching and supervision in counseling","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44376157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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