The authors define broaching as the counselor's ability to consider how sociopolitical factors such as race influence the client's counseling concerns. The counselor must learn to recognize the cultural meaning clients attach to phenomena and to subsequently translate that cultural knowledge into meaningful practice that facilitates client empowerment, strengthens the therapeutic alliance, and enhances counseling outcomes. A continuum of broaching behavior is described, and parallels are drawn between the progression of broaching behavior and the counselor's level of racial identity functioning.

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Researchers conducted a qualitative, phenomenological investigation of the lived experiences of a sample of 10 school counselors in current or recent RAMP (Recognized ASCA [American School Counselor Association] Model Program) schools that also implemented positive behavioral interventions and supports (PBIS) with high fidelity. Researchers found two themes and related subthemes regarding school counselor roles. The first theme was school counselors' roles and responsibilities, with subthemes (a) makes sense with their role and (b) roles across tiers. The second theme was ASCA National Model themes in action. Subthemes were (a) advocacy and systemic change, (b) leadership, and (c) collaboration. The authors discuss findings, limitations, implications, and future research related to this study.

S chool counselors are charged with promoting student achievement and enhancing students' academic, career, and social/emotional outcomes through implementing a data-driven comprehensive school counseling program that is aligned with their schools' academic mission (American School Counselor Association [ASCA], 2012). Although comprehensive school counseling programs have existed for over 40 years, the ASCA National Model framework for the construction and delivery of a comprehensive program is currently in its 15th year and third edition (ASCA, 2012). The ASCA National Model's four components delineate the building of a school counseling program foundation, managing the program's implementation, delivering direct and indirect services to students and stakeholders, and evaluating and improving the student outcomes associated with the program. The model's four themes call school counselors to collaborate with stakeholders as leaders and advocates in promoting the systemic changes needed to support equitable access and achievement for all students (ASCA, 2012). In 2003, ASCA initiated the RAMP (Recognized ASCA Model Program) designation to highlight "school counseling programs that have demonstrated advanced implementation of comprehensive, results-based, developmental programs" (ASCA, 2012, p. xi). Despite the rigor associated with earning the RAMP designation (e.g., at least 90% of the possible points in 12 rubric areas must be achieved), in

Strength‐based counseling represents a welcome shift from prevailing deficit perspectives. However, the literature often treats enhancing strengths as an acultural concept, minimizing or ignoring the essential role of culture in forming and defining strengths. Integrating cultural competence and advocacy into strength‐based practice is examined as an antidote to ethnocentric practice.