School Counseling Training and LGBT Issues: Where is Social Justice?

The school counseling profession strongly encourages practitioners to work within a multicultural and a social justice perspective. More literature is needed that clarifies exactly how school counselors can use such a perspective in working with Asian student populations. We describe how school counselors can use the Multicultural and Social Justice Counseling Competencies framework in school counseling with the rapidly growing Korean adolescent student population in the United States.

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Addressing the Impact of Trauma in High Poverty Elementary Schools

Creating Caring and Supportive Educational Environments for Meaningful Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-5748-7.ch008 ◽

2019 ◽

pp. 135-153

Author(s):

La Vera Brown ◽

Tahani Dari ◽

Natalie Spencer

Keyword(s):

Social Justice ◽

Elementary Schools ◽

School Counseling ◽

School Counselors ◽

Ecological Factors ◽

High Poverty ◽

High Poverty Schools ◽

Multiple Perspectives ◽

Mental Health Programs ◽

The Impact

A positioned-subject qualitative approach was used to uncover multiple perspectives held by elementary school counselors as to how they interpret their work with children affected by trauma in high-poverty schools. As such, school counselors' knowledge of the impact of ecological factors that led to childhood trauma was examined. Findings indicated that complex and systemic trauma were common themes that informed the schools counselors' ability to advocate effectively for mental health programs for children in high poverty schools. This qualitative study also introduces an ecological and social justice (ESJ) school-counseling model for school counseling in high poverty elementary schools that demonstrates how social justice-oriented school counselors seek to meet the needs of their students with mental illness who come from high poverty backgrounds.

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Unsettling Complex Inequities on School Climate for Males of Color: School Counseling Applications From an Intersectionality-Based Policy Analysis

Professional School Counseling ◽

10.1177/2156759x211040029 ◽

2021 ◽

Vol 25 (1_part_4) ◽

pp. 2156759X2110400

Author(s):

Christian D. Chan ◽

Olivia T. Ngadjui ◽

Tavonté Jackson ◽

Sam Steen

Keyword(s):

Social Justice ◽

Health Policy ◽

School Climate ◽

Policy Analysis ◽

School Counseling ◽

Interpersonal Violence ◽

Young Men ◽

Racial Violence ◽

Men Of Color

Intersectionality continues to be taken up as a promising framework across multiple disciplines for practices involving equity, inclusion, and social justice. Increased use of intersectionality has resulted in the development of an intersectionality-based policy analysis (IBPA) intended for multiple settings and contexts, despite its roots in health policy. Young men of color in schools face numerous forms of racial violence and oppression, including interpersonal violence, harm, misrepresentation in society, deficit models, and structural oppression. This article describes the implementation of an IBPA to navigate structures of oppression within school climates and to design a systematic agenda toward equity for males of color in schools.

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Social Justice, Disability, and Rehabilitation Education

Rehabilitation Research Policy and Education ◽

10.1891/2168-6653.26.3.229 ◽

2012 ◽

Vol 26 (3) ◽

pp. 229-240

Author(s):

Daniel Kelsey ◽

Julie F. Smart

Keyword(s):

Social Justice ◽

Professional Practice ◽

Training Programs ◽

Rehabilitation Counseling ◽

Social Injustice ◽

Community Inclusion ◽

Academic Field ◽

Counseling Training ◽

Marginalized Groups ◽

The Social

The academic field and the professional practice of rehabilitation counseling focuses on one aspect of social justice, assisting individuals with disabilities to attain full community inclusion. Nonetheless, social justice focuses on many marginalized groups and in the related fields of counseling and psychology, those with disabilities are rarely considered to be a group experiencing social injustice. Therefore, rehabilitation counseling focuses on a single marginalized status, disability, while counseling and psychology tend to ignore disability. The goal of this article is to argue for more comprehensive training in graduate rehabilitation counseling training programs. To this end, four topics are presented: (1) a review of the social justice literature; (2) possible explanations for the findings of this review; (3) obstacles to the inclusion of social justice in the rehabilitation curriculum; and (4) recommendations for incorporating social justice into the graduate rehabilitation curriculum.

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AN ASSESSMENT OF THE STIGMATIZATION OF SCHOOL COUNSELING SERVICES IN DEVELOPING COUNTRIES

Journal of Global Engagement and Transformation ◽

10.52553/10001e ◽

2017 ◽

Vol 1 (1) ◽

Author(s):

Yvonne Larrier ◽

Valerie Ratner

Keyword(s):

Mental Health ◽

Developing Countries ◽

Mental Health Services ◽

Health Services ◽

School Counseling ◽

Mental Health Problems ◽

Global Mental Health ◽

Counseling Services ◽

Counseling Training ◽

Training Resources

Developing countries are a primary focus in evaluating global mental health. The field of school counseling has the potential to act as the bridge between mental health needs and the delivery of evidence-based support. Research efforts to evaluate the underdevelopment and underutilization of mental health services in developing countries may assist in reducing stigmatization of counseling services, and subsequently promote the advocacy of culturally specific needs (Raney & Çinarbas, 2005). Stigmatization of mental health services is proposed as a hindrance in the development of school counseling programs. Researchers aim to decrease stigma in both community and school settings in the advocacy of students in developing countries. Efforts to investigate societal beliefs and stigmatization include analysis of general community, administrative, and teacher perspectives (Stockton & Güneri, 2011; Ibeziako, Omigbodun, & Bella, 2008). Ibeziako et al. (2008) argues that “despite evidence on the prevalence of child mental health problems and disorders in developing societies, there has been limited research on how these problems are perceived…”. The literature review at hand aims to provide an assessment of research on perceptions of mental health in developing countries in relation to school counseling services. The research collected places emphasis in analysis of developing countries’ counseling training resources, school counseling identity, perception of mental health issues, and implications in culturally-sensitive counseling development.

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International Education and Service Learning

The Counseling Psychologist ◽

10.1177/0011000014557499 ◽

2014 ◽

Vol 42 (8) ◽

pp. 1188-1214 ◽

Cited By ~ 15

Author(s):

Michaela D. M. Smith ◽

Len Jennings ◽

Sharada Lakhan

Keyword(s):

Social Justice ◽

Service Learning ◽

International Education ◽

Counseling Psychology ◽

Health Resources ◽

Cultural Groups ◽

Diversity Course ◽

Counseling Training ◽

Counseling Psychology Students ◽

Diverse Groups

The field of counseling psychology continues to see a perpetual underutilization of mental health resources by many cultural groups, including international populations. Underutilization of services is due, in part, to psychologists’ deficiency in cultural and international competency. International education—an experiential learning technique that involves cultural contact—has been proposed as an alternative method for training students to work effectively cross-culturally. The current article examines the effects of service learning embedded in a study abroad diversity course in Singapore. The course was designed for graduate counseling psychology students as an experiential vehicle for developing cultural competency and awareness of social justice issues through direct contact with diverse groups. Qualitative data are reviewed, and implications for training, such as integration of cross-cultural and social justice issues in counseling training programs, are discussed.

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Counseling Psychology

Psychology ◽

10.1093/obo/9780199828340-0146 ◽

2014 ◽

Author(s):

Elizabeth Nutt Williams

Keyword(s):

Social Justice ◽

World War Ii ◽

Counseling Psychology ◽

American Psychological Association ◽

Skills Training ◽

Multicultural Competencies ◽

Counseling Training ◽

Counseling Interventions ◽

Counseling And Guidance ◽

Scientist Practitioner Model

Counseling psychology is a specialty within psychology that focuses on counseling, research, and assessment in which close attention is paid to individual’s assets and psychological strengths. Counseling psychologists have three primary roles: remedial (e.g., working to help correct problems), preventative (e.g., interventions focused on forestalling problems), and developmental (e.g., skills training and psychoeducational approaches). The primary interventions of the specialty tend to be brief and cover a variety of settings (e.g., counseling, training, consultation, outreach). Gelso, et al. 2014, Counseling Psychology (cited under Reference Works), summarizes the enduring central values of counseling psychology, noting it has (1) an emphasis on a person’s strengths and optimal functioning; (2) a focus on the whole person, with particular emphasis on life-span development and vocational growth; (3) a commitment to advocacy and social justice, maintaining an ongoing awareness of the importance of environmental context and culture; (4) a concentration on brief, educational, and preventive counseling interventions; and (5) a dedication to the scientist-practitioner model. While counseling psychology’s abiding interest in vocational guidance began in 1908 with the establishment of a vocations bureau by Frank Parsons, most view the field of counseling psychology as beginning with the role of psychologists (in assessment of military personnel) in the 1940s during World War II. The Division of Counseling and Guidance (Division 17) of the American Psychological Association was formally established in 1946. Division 17 changed its name in 1951 to the Division of Counseling Psychology, and again in 2003 to the Society of Counseling Psychology. The major journals in counseling psychology were founded in 1954 (the Journal of Counseling Psychology, cited under Journals) and 1969 (The Counseling Psychologist, cited under Journals).The field’s history can also be marked by its major conferences. The first conference for counseling psychology was held in 1951 at Northwestern University. It was at this conference that the scientist-practitioner model of training was formally endorsed. The field has held a major conference approximately every dozen years since then (1964, Greyston Conference; 1973, Vail Conference; 1987, Georgia Conference; 2001, Houston Conference). At each conference, the field strengthened its identity and debated issues of importance to the field, such as social justice initiatives and multicultural competencies. In 1999, Division 17 was one of the founding divisions (along with divisions 35, 44, and 45) of the National Multicultural Conference and Summit (NMCS). In 2008 the Society of Counseling Psychology held its first international conference in Chicago, acknowledging the global nature of counseling psychology. In fact, there has been a growing emphasis in the field on ensuring transnational and global perspectives in science and practice (see Gerstein, et al. 2009, cited under Reference Works).

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