Advocacy: The T.R.A.I.N.E.R. Model

Abstract

The T.R.A.I.N.E.R. model described in this article engages counselors in social advocacy and professional advocacy concurrently, facilitates counselor connection and collaboration with diverse communities, and raises the awareness of the counseling profession in the general marketplace. The model assumes social and professional advocacy are complementary and outlines a process where use of each strengthens the other. An example of the model‟s application is offered with discussion regarding implications forits use.

Advocating for advocacy: An exploratory survey on student advocacy skills and training in counseling psychology.

“…The resources and activities less commonly reported (e.g., having access to government liaisons, legislative policy writing) suggest students have yet to develop skills to intervene at organizational and societal levels. Training such as the TRAINER model (Hof et al, 2009) that directly targets students' development of action-oriented implementation plans could help further develop advocacy skills.…”

“…Hof, Dinsmore, Barber, Suhr, and Scofield (2009) proposed the TRAINER model, an acronym for a 7-step collaborative process, to help counselors integrate social and professional advocacy into practice. The TRAINER model steps are (a) target advocacy needs, (b) respond by implementing an advocacy competency that can address the needs, (c) articulate a plan to accomplish advocacy, (d) implement the plan, (e) network for advocacy during training, (f) evaluate the training, and (g) retarget to meet other advocacy needs (Hof et al, 2009). This model provides instruction on how to implement social and professional advocacy efforts by collaboratively identifying steps toward action, and gaining feedback on the success of the implementation (Hof et al, 2009).…”

Medicare Reimbursement for Counselors: Counseling Professionals’ Advocacy Beliefs and Behavior

“…Professional orientation courses, especially when offered at the outset of the training curriculum, are well suited for advocacy pedagogy. Exposing master’s students to the importance of advocacy early on communicates the expectation that advocacy is a central part of counselor identity, and it allows students and educators to engage in more nuanced dialogue later in their training program about specific issues (Hof et al, 2009; Miller & Sendrowitz, 2011). When specific advocacy initiatives later emerge, such as an upcoming meeting with a lawmaker to discuss Medicare policy, students can be involved in the process by writing letters that are delivered at the meeting, promoting the issue in a social media campaign that is directed toward the legislator’s social media account, or, in certain cases, attending the meeting as well.…”

“…Developing a strategy to enhance advocacy on a specific issue requires knowledge of a policy’s unique legislative history and key constituencies, as well as how policy change impacts diverse stakeholders (Fullen, 2016; Oberlander, 2003). Although the development of counselors’ general advocacy skills and dispositions is useful, advocacy scholars suggest that specific advocacy strategies are necessary to meet the needs of specific at‐risk groups (Hof, Dinsmore, Barber, Suhr, & Scofield, 2009).…”

Online Learning Model in Improving Civic Responsibility as a Solution during Covid-19 Pandemic in Indonesia

“…Student social advocacy is systematic but with assistance because, at this stage, students apply knowledge and their skills in the one-time caring plan (Preece & Shneiderman, 2009). Thus, social and professional advocacy are complementaries, and these outlines the process and reinforce one another (Hof, D., Dinsmore, J., Barber & Suhr 2009).…”