Empathy and Advocacy: Successfully Serving Communities of Color

Abstract

On the basis of the results of a grounded theory study, the authors propose that empathy with and advocacy on behalf of communities of color are necessary for providing culturally responsive counseling services. Recommendations for academic and professional experiences that promote empathy and advocacy in counselor education are provided.

Building cultural empathy and deconstructing Whiteness in counselor education

“…Racial differences operate within hierarchies of oppression, and particularly for White counselors these dynamics can often be hidden due to colorblind perspectives and other internal and external strategies for evading a focus on race and the impact of Whiteness on BIPOC individuals (Haskins & Singh, 2015; La Roche & Maxie, 2003; Warren, 2015). Therefore, although racial differences can present difficulties in achieving empathy among BIPOC counselors as well, White counselors must especially contend with the systems of power and privilege that influence their work with BIPOC clients (D'Angelo, 2018; Hipolito‐Delgado et al., 2016; Malott et al., 2021; Matias & Mackey, 2016; Patel, 2016).…”

“…Related to the practice of empathy, these same processes of Whiteness can impact the counselor's ability to achieve true empathy and can generate similar reactions of White fragility and defensiveness that prevent correction if the counselor is wrong in their understanding of the client's narrative (Davis, 2008). Indeed, research shows that White empathy is influenced by stages of White racial identity (WRI) and openness to diversity (Chao et al., 2015; Helms, 2020; Hipolito‐Delgado et al., 2016). As a White person progresses in racial awareness and understanding of the impact they have on BIPOC individuals, they may also progress in their ability to achieve accurate, or true, empathy (Chao et al., 2015; Matias & Zembylas, 2014).…”

“…Cultural immersion assignments can also be potentially problematic. Immersion activities are very common in multicultural training and follow the idea that empathy is developed through observation and exposure (Chao et al., 2015; Hipolito‐Delgado et al., 2016; Malott et al., 2010). However, research supporting these immersion experiences rarely considers the impact of cultural voyeurism on the observed group members, and there is not much evidence of increase in applied cultural empathy aside from students’ self‐reported gains (Hipolito‐Delgado et al., 2016; Shannonhouse et al., 2018).…”

“…Immersion activities are very common in multicultural training and follow the idea that empathy is developed through observation and exposure (Chao et al., 2015; Hipolito‐Delgado et al., 2016; Malott et al., 2010). However, research supporting these immersion experiences rarely considers the impact of cultural voyeurism on the observed group members, and there is not much evidence of increase in applied cultural empathy aside from students’ self‐reported gains (Hipolito‐Delgado et al., 2016; Shannonhouse et al., 2018). It is worth questioning, then, whether the skills for true empathy are achieved through listening to narratives, claiming privilege, and engaging in brief immersions that do not lead to genuine and lasting relationships (Matias & Zembylas, 2014; Patel, 2016; Shannonhouse et al., 2018).…”

Play therapists’ empathy levels as a predictor of self-perceived advocacy competency.

“…The underlying premise of enacting empathy includes providing care or interventions that address a source of challenge or barrier for the child (Loyola, 2016), which can be argued is correlated with advocacy (Parikh, Ceballos, & Post, 2013). At times, empathically advocating may be ethically and/or legally mandated, such as reporting concerns of neglect or abuse (O'Connor, 2009), or be representative of a clinical application of cultural competence (Hipolito-Delgado, Pharaoh, & Hermosillo, 2016). Empathy and advocacy are consistently paired together during play therapy as the holistic needs of the child from self-actualization to addressing external factors outside the client's control are included in treatment planning (Ceballos, Parikh, & Post, 2012).…”