Issues in Education: Social Justice and Multiculturalism: Implications for School Counselors and Counselor Educators

2011 ◽  
Vol 87 (4) ◽  
pp. 276-277 ◽  
Author(s):  
James D. Kirylo ◽  
Vidya Thirumurthy ◽  
Paul T. Ceasar
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
Counselor Educators

Forecasting an Inclusive Future: School Counseling Strategies to Deconstruct Educational Heteronormativity

2017 ◽  
Vol 20 (1a) ◽  
pp. 1096-2409-20.1a ◽  
Author(s):  
Molly M. Strear
Keyword(s):  
Social Justice ◽  
Queer Theory ◽  
School Counseling ◽  
School Counselors ◽  
Delphi Study ◽  
School Counselor ◽  
Counselor Educators ◽  
Critical Discourse ◽  
Social Justice Advocacy ◽  
Future School

This Delphi study engaged a panel of 14 school counselor educators and school counselors in a critical discourse to generate school counseling strategies to deconstruct educational heteronormativity. This study resulted in 51 school counseling strategies that school counselors can employ to deconstruct educational heteronormativity. This article also provides an introduction to heteronormativity and queer theory to demonstrate how school counselors can engage in social justice advocacy through intentional practice.

Understanding, Recognizing, and Responding to Human Trafficking in the Schools

2021 ◽  
pp. 337-357
Author(s):  
Michelle Mock Harrison ◽  
Sharon R. Todd
Keyword(s):  
Social Justice ◽  
Public Schools ◽  
Human Trafficking ◽  
School Counselors ◽  
Public Concern ◽  
Community Members ◽  
Adults And Children

Human trafficking is an international and domestic public concern. As understanding of this social justice issue expands, awareness is growing that this horrific act impacts adults and children worldwide, including students in public schools. There is currently little guidance for school counselors or research specific to recognizing, preventing, and responding to human trafficking in schools. Through increasing the awareness of how to recognize and respond to human trafficking, school counselors, staff, and community members can work together to prevent trafficking in the schools and be better equipped to serve students who have been victimized by this crime. School counselors can play a role in prevention and education of this social justice issue.

Just Eat!

2021 ◽  
pp. 546-558
Author(s):  
Kristen N. Dickens
Keyword(s):  
Social Justice ◽  
Eating Disorder ◽  
School Counselors ◽  
Mexican American ◽  
Cultural Background ◽  
Family Counseling ◽  
Counseling Competencies ◽  
Rich Description ◽  
Counseling Approach

This chapter explores the application of the 2015 Multicultural and Social Justice Counseling Competencies (MSJCC) in conjunction with an eclectic family systems when counseling a Latin@ family. The Martinez family was referred to family counseling due to concerns of one of the children's school counselors, regarding a possible eating disorder diagnosis. The case study includes a rich description of the first session with the Mexican-American Martinez family, and examines family dynamics around the identified client, Javier. The Martinez family includes the following members: (1) Mañuel, Javier's 41 year-old father who owns his own construction business; (2) Camila, Javier's 38 year-old stay-at-home mother; (3) Alejandro, Javier's 17-year-old brother; and (4) Isabella, Javier's 12 year-old sister. A discussion of the author's cultural background, counseling approach, and use of the MSJCC lens when working with the Martinez family is also included. Initial goals and prognosis for treatment are considered.

Just Eat!

2020 ◽  
pp. 27-43
Author(s):  
Kristen N. Dickens
Keyword(s):  
Social Justice ◽  
Eating Disorder ◽  
School Counselors ◽  
Mexican American ◽  
Cultural Background ◽  
Family Counseling ◽  
Counseling Competencies ◽  
Rich Description ◽  
Counseling Approach

This chapter explores the application of the 2015 Multicultural and Social Justice Counseling Competencies (MSJCC) in conjunction with an eclectic family systems when counseling a Latin@ family. The Martinez family was referred to family counseling due to concerns of one of the children's school counselors, regarding a possible eating disorder diagnosis. The case study includes a rich description of the first session with the Mexican-American Martinez family, and examines family dynamics around the identified client, Javier. The Martinez family includes the following members: (1) Mañuel, Javier's 41 year-old father who owns his own construction business; (2) Camila, Javier's 38 year-old stay-at-home mother; (3) Alejandro, Javier's 17-year-old brother; and (4) Isabella, Javier's 12 year-old sister. A discussion of the author's cultural background, counseling approach, and use of the MSJCC lens when working with the Martinez family is also included. Initial goals and prognosis for treatment are considered.

School-Based Social Justice: The Achieving Success Identity Pathways Program

2006 ◽  
Vol 9 (4) ◽  
pp. 2156759X0500900
Author(s):  
Kimberly A.S. Howard ◽  
V. Scott H. Solberg
Keyword(s):  
Social Justice ◽  
School Counselors ◽  
Low Income ◽  
School Success ◽  
Success For All ◽  
School Based ◽  
Cognitive Framework ◽  
Career Opportunities ◽  
Diverse Backgrounds ◽  
Main Components

It is imperative that school counselors become actively engaged in promoting school success for all students. For youth from low-income and diverse backgrounds, future career opportunities are predicated on achieving educational success. Therefore, school counselors become agents for social justice when creating, implementing, and supporting school-based interventions designed to promote school success, especially culturally relevant interventions that target youth from low-income and diverse backgrounds. This article describes the Ecological Developmental Cognitive Framework designed to inform the development of curricula that improve school success for all youth. The Achieving Success Identity Pathways is described as an example of curricula derived from this framework and a program that incorporates the four main components of the ASCA National Model®.

Rehabilitation Counselor Educators' Experiences of Social Injustice and Social Justice Infusion

2019 ◽  
Vol 33 (4) ◽  
pp. 221-233
Author(s):  
ShengLi Dong ◽  
Glacia Ethridge ◽  
Roe Rodgers-Bonaccorsy
Keyword(s):  
Social Justice ◽  
Counselor Educators ◽  
Social Injustice ◽  
National Council ◽  
Professional Lives ◽  
Rehabilitation Counselor ◽  
Content Analysis Method ◽  
The Social ◽  
High Level ◽  
The Relationship

This study examined the types of social injustice experiences rehabilitation counselor educators reported, and the relationship between different levels of social injustice experiences and infusion strategies of social justice into the curricula. The participants in the study included 101 rehabilitation counselor educators recruited from the listserv of the National Council on Rehabilitation Education. A quantitative content analysis method was used. The findings showed that social injustice experiences reported by the participants tend to be multidimensional. Participants who reported a high level of exposure to social injustice experiences were more likely to infuse social justice into their curricula at a higher level than participants who reported a low level of exposure to social injustice experiences. The study revealed that gaining an understanding of social injustice in educators' personal and professional lives may foster their efforts to integrate social justice into the curricula, which in turn, may potentially enhance the social justice competency for trainees. Implications for research and practice were discussed.

Assessing Infusion of Social Justice in Rehabilitation Counselor Education Curriculum

2015 ◽  
Vol 29 (4) ◽  
pp. 406-420 ◽  
Author(s):  
Shengli Dong ◽  
Glacia Ethridge ◽  
Roe Rodgers-Bonaccorsy ◽  
Spalatin N. Oire
Keyword(s):  
Social Justice ◽  
Rehabilitation Counseling ◽  
Counselor Educators ◽  
Rehabilitation Counselors ◽  
Academic Rank ◽  
National Council ◽  
Education Curriculum ◽  
Rehabilitation Counselor ◽  
Descriptive Research ◽  
Quantitative Descriptive

Purpose:To examine the extent to which rehabilitation counselor educators understand and are committed to infusing social justice in the rehabilitation counseling curricula.Method:The authors used a quantitative descriptive research design to examine the level and extent of integrating social justice into rehabilitation counseling curricular. The participants were 59 rehabilitation counselor educators recruited during the eighth Annual Rehabilitation Educators Conference hosted by the National Council on Rehabilitation Education.Results:The study found that most participants perceived it important to integrate social justice into rehabilitation counseling curricula. The level and extent of integration varied by academic rank and years of teaching.Conclusion:To ensure future rehabilitation counselors gain social justice competency, it is of great significance that rehabilitation counseling educators infuse the concepts of social justice into the curricula through knowledge and fieldwork domains.

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