In 2014, the Association for Multicultural Counseling and Development (AMCD) appointed a committee to revise the Multicultural Counseling Competencies developed by Sue, Arredondo, and McDavis in and operationalized by Arredondo et al. in . This article reflects the updated competencies, titled the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, ), which were endorsed by AMCD on June 29, 2015, and by the American Counseling Association on July 20, 2015. A conceptual framework of the MSJCC visually depicts the relationships among the competencies' key constructs: multicultural and social justice praxis, quadrants, domains, and competencies. Implications are discussed. En 2014, la Asociación para la Consejería y el Desarrollo Multicultural (AMCD, en sus siglas en inglés) formó un comité para revisar las Competencias en Consejería Multicultural desarrolladas por Sue, Arredondo y McDavis en 1992 y operacionalizadas por Arredondo et al. en 1996. Este artículo refleja las competencias actualizadas, denominadas Competencias en Consejería Multicultural y de Justicia Social (MSJCC, en sus siglas en inglés; Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015a), que fueron avaladas por la AMCD el 29 de junio de 2015 y por la Asociación Americana de Consejería el 20 de julio de 2015. Un marco conceptual de las MSJCC muestra visualmente las relaciones entre los constructos principales de las competencias: la praxis multicultural y en justicia social, los cuadrantes, dominios y competencias. Se discuten las implicaciones.

The need for a multicultural and social justice leadership approach is critical considering today's political climate that threatens the academic, career, and personal potential of students who are marginalized in school settings. We offer a leadership framework using the main constructs of the Multicultural and Social Justice Counseling Competencies. This leadership framework provides school counselors with a model to address issues of oppression impacting students.

A case is made to consider social justice as a fifth force complementary to the psychodynamic, cognitive behavioral, existential‐humanistic, and multicultural forces in counseling. This article explores how social justice is shifting the counseling paradigm and how the ACA (American Counseling Association) Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002) complement this movement. Implications are also discussed.

The recent endorsement of the advocacy competencies by the American Counseling Association signals their relevance to the school counseling profession. This article outlines the importance of being a social change agent, the value of advocacy in K-12 schools, and how school counselors can use the advocacy competencies as a framework for promoting access and equity for all students. Implications for professional school counselors and school counselor educators in using the advocacy competencies are also addressed.

There is a rise in calls for counselors to be advocates for social justice. Counselors can meet the growing need to expand their roles to include advocacy by using the ACA (American Counseling Association) Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002). This article operationalizes the client/student level of the competencies and explores implications for the profession.

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The fusion of scholarship and activism represents an opportunity to reflect on ways in which counselors and psychologists can begin to address the multilevel context faced by clients and client communities. Counselors and psychologists have embraced, and sometimes resisted, the wide range of roles including that of advocate and activist. This article reflects on a process that engaged workshop participants in examining the American Counseling Association Advocacy Competencies and exploring the possibilities of advocacy on behalf of their own clients. Further, the article presents recommendations for actions developed by participants through application of workshop principles regarding social action in the larger public arena. The workshop was a part of the National Multicultural and Social Justice Leadership Academy in 2010.

Discourse represents the languages, ideas, and images that together shape one's understanding of the world. In counseling, discourse determines clinical practice. The authors posit that dominant discourse in counseling promotes an intrapsychic status quo that discounts the relationship between individuals and their environment, which often leads to office‐bound interventions that are inadequate in addressing issues of oppression. The counselor–advocate–scholar model (Ratts & Pedersen, ) is introduced to expand current discourse to include advocacy and research to better address systems of oppression. El discurso representa los idiomas, ideas e imágenes que, en su conjunto, dan forma a nuestra comprensión del mundo. En la consejería, el discurso determina la práctica clínica. Los autores proponen que el discurso dominante en la consejería promueve un status quo intrapsíquico que no tiene en cuenta la relación entre los individuos y su medio, lo que con frecuencia lleva a intervenciones limitadas a la oficina que no resuelven de forma adecuada los problemas relacionados con la opresión. Se introduce el modelo consejero‐defensor‐investigador (Ratts & Pedersen, ) para expandir el discurso actual de forma que incluya la defensoría e investigación, y así abordar mejor los sistemas de opresión.