Teaching Advocacy Counseling within a Social Justice Framework: Implications for School Counselors and Educators

Abstract

The authors present a comprehensive view of advocacy counseling utilizing an original paradigm built upon the ideals that all clients should have equal access to goods and services and equal participation in programs and institutions. Relevant activities and a case study are included to highlight the importance of infusing advocacy in counselor training programs. Last, implications for school counselors and educators are provided.

Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model

“…Some emphasize development of specific skill sets such as job coaching or psychoeducational outreach (Ali & Lees, 2013; Midgett & Doumas, 2016). Despite this variability, most share a focus on teaching students to (a) identify systemic obstacles to well-being, (b) help community members harness their own strengths and resources for confronting those obstacles, and (c) work collaboratively to gain access to the resources needed to improve well-being (Goodman, Vilbas, & Bell, 2014; Green, McCollum, & Hays, 2008). Missing from many accounts of social justice advocacy training, however, is systematic attention to using the relationship between advocates and their partners as a vehicle for accomplishing the intended goals.…”

Social Justice Identity

“…Literature on advocacy has existed within the field of psychology and counseling for more than three decades (Myers, Sweeney, & White, 2002). In the past decade, literature on advocacy in counseling has addressed a multitude of topics: advocacy competencies (Bidell, 2014; Murray, Pope, & Rowell, 2010; Ratts et al, 2007; Ratts & Hutchins, 2009; Toporek et al, 2009; Trusty & Brown, 2005); advocacy in counselor education and supervision (Dixon, Tucker, & Clark, 2010; Glosoff & Durham, 2010; Green, McCollum, & Hays, 2008; Hays, Green, Orr, & Flowers, 2007; Nilsson, Schale, & Khamphakdy-Brown, 2011; Smith, Ng, Brinson, & Mityagin, 2008; Steele, 2008); advocacy in career counseling (S. S. Hansen, 2003; O’Neil, McWhirter, & Cerezo, 2008; Tang, 2003); and advocacy in school counseling (Astramovich & Harris, 2007; Bemak & Chung, 2005; Field & Baker, 2004; Gonzalez & McNutty, 2010; Green et al, 2008; Ratts et al, 2007; Trusty & Brown, 2005).…”

Seeing African Americans as Competent Parents: Implications for Family Counselors

“…Although comprehensive discussions of African American family life in general and African American parents in particular are often referenced and discussed in social work, law, psychology, and education literature (e.g., Belgrave & Allison, 2010;Harris & Skyles, 2008;Roberts, 2002), the dissemination of such information in the counselor education literature is limited. This finding is troubling given the numerous guidelines (e.g., American Counseling Association, 2005) and positions statements (e.g., Green, McCollum, & Hays, 2008) recently developed within the counseling profession calling for culturally responsive counseling and the amelioration of racism. Further, this finding may indicate that the counselor education profession may still be at the emergent stage in grappling with issues of race in general and the dehumanization of their own African American colleagues in particular.…”