No abstract

The development of critical consciousness (CC) has been theorized to be an essential prerequisite for individual and collective action toward changing inequitable social conditions. However, empirically supported instruments intended to measure this important construct have only recently been introduced to the literature. The purpose of this project was to create a brief, psychometrically sound measure of CC. Two studies with over 600 observations provide initial reliability and validity data on the Contemporary Critical Consciousness Measure (CCCM). Results from exploratory and confirmatory factor analyses suggest that the final 19-item CCCM assesses CC associated with racism, classism, and heterosexism and provides a general index of CC. Results support the internal consistency and factor structure of the measure. Expected relationships between the CCCM and existing measures of symbolic racism, classism, and homonegativity provide evidence for the validity of the instrument. Limitations, future directions for research, and counseling implications are discussed.

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A national survey of 123 school counselor educators investigated how participants integrated gay, bisexual, transgender, questioning, intersex (LGBTQI) students' needs and concerns into school counseling curricula. Results indicated 91.9% of participants integrated the K-12 LGBTQI students' needs and concerns for a median pedagogical duration of one, 3-hour session within a single course, focusing on students' knowledge and awareness of gender and sexual/affectual orientation. Follow-up interviews were conducted with participants identified as committed to integrating LGBTQI issues into the curriculum, and these interviews produced themes that expanded survey findings in several areas, including significant educational experience, recognition of iterative effect, experiential, personal engagement, ethics, and influence of training and resources. Implications for school counselor education and professional development are discussed.School counselors are called to address the personal/social, career, and academic needs of all students, as well as to affect the overall school climate

As the academic and professional honor society of counseling, Chi Sigma Iota (CSI) has been recognized in developing advocacy, leadership, and professional identity in student and professional members. A qualitative, grounded theory study was conducted to investigate experiences of 15 early career counselors who were CSI chapter leaders as graduate students. An emergent theory of CSI chapter leadership and professional identity development in early career counselors is presented. Implications are discussed for counselor educators, CSI leaders, and counseling students and professionals, with suggestions made for future research.