Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

Abstract

In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence.

Counseling Students’ Emotions During Cultural Immersion: Impact on Reactance

“…It was not that these high‐excitement trainees did not experience guilt; instead, it seems that their experience of guilt was shaped by their comingled feelings of excitement. Student emotions seemed to have a more complex and varied presence in the multicultural counseling class than previous researchers (e.g., Paone et al, 2015; Parker et al, 2004; Watt et al, 2009) have suggested. The interaction between negative and positive emotions is such that we may not be able to understand or predict the impact of any one emotion (e.g., guilt) without also understanding the presence of other central emotions (e.g., excitement).…”

“…Such opportunities for reflection can include full classroom discussion, partnered conversations, and small groups facilitated by advanced students. In addition, journals or reaction papers (Hipolito‐Delgado et al, 2011; Watt et al, 2009) encourage deeper personal understanding while also allowing for confidential instructor comments. Perhaps early on, these more individual and private activities are preferable for students prone to reactance.…”

“…Instructors of multicultural counseling courses consistently report challenges in the classroom, including students’ resistance to developing self‐awareness around their values and biases (Buckley & Foldy, 2010; Burton & Furr, 2014; Watt et al, 2009). The journey toward critical consciousness (Freire, 1970/1986) can involve challenging self‐examination that provokes a wide range of difficult emotions, including guilt, anger, shock, denial, anxiety, and apathy (Buckley & Foldy, 2010; Parker, Freytes, Kaufman, Woodruff, & Hord, 2004; Tummala‐Nara, 2009; Watt et al, 2009). The presence of these emotions—and related defense mechanisms (Watt et al, 2009)—can limit students’ engagement with the course, sometimes even resulting in overtly resistant behaviors to the content or instructor (Buckley & Foldy, 2010; Burton & Furr, 2014).…”

“…The journey toward critical consciousness (Freire, 1970/1986) can involve challenging self‐examination that provokes a wide range of difficult emotions, including guilt, anger, shock, denial, anxiety, and apathy (Buckley & Foldy, 2010; Parker, Freytes, Kaufman, Woodruff, & Hord, 2004; Tummala‐Nara, 2009; Watt et al, 2009). The presence of these emotions—and related defense mechanisms (Watt et al, 2009)—can limit students’ engagement with the course, sometimes even resulting in overtly resistant behaviors to the content or instructor (Buckley & Foldy, 2010; Burton & Furr, 2014). Alternatively, such emotional experiences can deepen students’ engagement (Coleman, 2006).…”

Breathing Words Slowly: Creative Writing and Counselor Self-Care—The Writing Workout

“…Journaling, a personal form of expressive writing, deepens self-reflection, introspection, and provides "clarity regarding issues, concerns, conflicts, and confusions" (Lent, 2009, p. 69). Journal writing invites self-reflection, opening the door to greater self-awareness, and thus promotes professional and personal growth (Gladding, 1987;Griffith & Frieden, 2000;La Torre, 2005;Milling, 2007;Mio & Barker-Hackett, 2003;Pittman, 2005;Watt et al, 2009). Although often presented as a useful intervention for clients and students, counselors can use writing as a method for emotional regulation and self-care.…”