Social Justice and Multicultural Issues: Implications for the Practice and Training of Counselors and Counseling Psychologists

Abstract

The authors discuss the historical and contemporary connection to social justice issues in the fields of counseling and counseling psychology via the multicultural counseling movement. In addition, the authors present ways in which social justice issues can be addressed in counselors' and counseling psychologists' work with clients from diverse cultural backgrounds and in graduate training programs.

Social Justice Mentoring: Preparing Family Therapsists for Social Justice Advocacy Work

“…Further, we agree with Constantine et al (2007) that "self awareness entails being cognizant of one's attitudes, beliefs and values, regarding race, ethnicity, and culture, along with one's awareness of the sociopolitical relevance of cultural group membership in terms of issues of cultural privilege, discrimination, and oppression" (p. 85). Although engaging in critical selfreflection is important for members of all cultural groups, we believe this process is particularly vital for members who belong to dominant socially sanctioned groups (e.g., Whites, males, heterosexual identified individuals) (McGeorge et al, 2006).…”

“…Although engaging in critical selfreflection is important for members of all cultural groups, we believe this process is particularly vital for members who belong to dominant socially sanctioned groups (e.g., Whites, males, heterosexual identified individuals) (McGeorge et al, 2006). Again, as stated previously, the purpose of most efforts to raise students' consciousness regarding their social location within dominant power structures is to better prepare them to work with marginalized groups (Arredondo & Arciniega, 2001;Constantine et al, 2007;Kiscelica & Robinson, 2001). However, a critical understanding of one's social location also is vital to preparing students to work with clients who belong to privileged dominant socially sanctioned groups.…”

“…While this is a relatively new discussion in the family therapy discipline, other clinical disciplines (e.g., psychology, counseling, social work) have a longer history of addressing how to mentor students to become social justice advocates (Constantine, Hage, Kindaichi, & Bryant, 2007;Goodman, Liang, Helms, Latta, Sparks, & Weintraub, 2004;Kiselica & Robinson, 2001;Lee, 1998;Speight & Vera, 2004;Steele, 2008;Vera & Speight, 2007). Social justice advocacy work is based on the notion that larger contextual factors, outside of the control of individuals and families, play a significant role in shaping behaviors and decision making.…”

“…Although the concept of self-awareness is important for social justice advocacy work, we believe that the type of self-awareness needed involves a critical reflection on one's positionality and the privileges granted by one's social location (e.g., White privilege, male privilege, heterosexual privilege, social class privilege) (Constantine et al, 2007;Hardy & McGoldrick, 2008;McGeorge et al, 2006). Further, we agree with Constantine et al (2007) that "self awareness entails being cognizant of one's attitudes, beliefs and values, regarding race, ethnicity, and culture, along with one's awareness of the sociopolitical relevance of cultural group membership in terms of issues of cultural privilege, discrimination, and oppression" (p. 85).…”

The Intersection of Catholic Social Teaching, Internationalization, and Marriage and Family Therapy: Lessons from the Borderlands

“…This reality has provided fertile ground for many social justice initiatives. According to Constantine, Hage, Kindaichi, and Bryant (2007), social justice refers to the ongoing commitment to ensuring change by valuing fairness and equity in resources, rights, and treatment for marginalized individuals and groups of people who do not share equal power in society because of their immigration status, race, ethnicity, age, socioeconomic status, religion, physical ability, or sexual orientation. The principle of global solidarity invites us to develop an ongoing awareness of the range of social injustices that occur within and across international contexts and to become peacemakers (DeBerri & Hug, 2003); that is, to prevent conflicts and resolve them by peaceful means at all ages and at all levels-individual, interpersonal, and international.…”