Systemic trauma is a perspective that extends the traditionally narrow view of trauma into a framework that includes systems, institutions, and contextual factors into the conceptualization of trauma. This framework captures the effects of racism, systemic barriers (e.g., racial climate, cultural mistrust, stereotype threat), and contextual factors (e.g., technology, social media) as these mechanisms inform experiences of trauma for marginalized populations. Some scholars argue that there is a need for research that conceptualizes sy/stemic racism as a way to capture the intensity of the corresponding stress and to draw attention to the impact of cumulative, vicarious, and intergenerational effects. Conceptualizing racism through the lens of systemic trauma provides an opportunity to enhance how we understand the impacts of racism, as it encompasses contextual factors that amplify Black Americans’ experiences in the current sociopolitical climate. This article highlights Black students’ experiences of racism, the manifestation of trauma symptoms, systemic barriers, and contextual factors that amplify such experiences and possible effects on their psychological and academic functioning. In this theoretical article, systemic trauma is used as a framework to conceptualize racism, describe how Black students experience systemic trauma, offer a case illustration, and provide clinical interventions and suggestions that foster transformation and posttraumatic growth.

This study was designed as a content analysis of 2012–2017 American Counseling Association conference sessions to examine how social justice was presented. Four findings emerged from the qualitative content analysis: (a) rates of social justice sessions varied over time; (b) there were more multicultural sessions than social justice sessions; (c) populations that were addressed least often and most often were identified; and (d) there was a decline in the number of social justice content sessions. Implications are presented.

While research exists on the experiences of African American counselor educators, little research has explored student perceptions of this population in the classroom setting. This study used an interpretative phenomenological analysis to explore the experiences of White counseling students who have taken a course with an African American counselor educator. Two themes were identified related to racial perception. Implications for counselor education leadership, African American counselor educators, and program curriculum are discussed. K E Y W O R D S cross-racial, White counseling student, classroom experience P a l a b r a s c l a v e interracial, estudiante Blanco de consejería, experiencia en la clase

Remediation is an essential gatekeeping responsibility, yet counselor education lacks consensus on the best way to approach student remediation. We used Q methodology to explore the remediation practices of 28 counselor educators employed full‐time in accredited university programs. Four factors emerged: Due Process, Reflective Practice, Remedial Coursework, and Preserve Programmatic Status.

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