Journal of Counselor Leadership and Advocacy, 2016
ABSTRACT Social justice advocacy is integral to the counseling profession. This article presents ... more ABSTRACT Social justice advocacy is integral to the counseling profession. This article presents creative pedagogical methods for counselor educators to infuse social justice advocacy throughout the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) core.
Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (... more Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (also referred to as the Mormon Church) may face internal dissonance when counseling clients who identify as lesbian, gay, or bisexual (LGB). This article explores the experience of a self-identified Mormon CIT who was supervised over the course of one semester by a lesbian-identified supervisor while developing as an LGB ally. Critical discourse analysis methodology was conducted to investigate the supervisory experience. In conclusion, suggestions for ally development during supervision are discussed.
Although advocacy lies at the core of the counseling professional identity, the voices and experi... more Although advocacy lies at the core of the counseling professional identity, the voices and experiences of lesbian, gay, bisexual, transgender, queer, questioning, intersex, and asexual (LGBTQQIA) students and educators are frequently silenced and marginalized within academic settings. Utilizing coconstructed autoethnography, the authors examine the ways in which the intersecting identities of LGBTQQIA individuals are individually, culturally, and systemically privileged and oppressed within counseling classrooms, curricula, and program policies. The authors discuss guidelines for interrogating and disrupting heteronormativity and other macro- and microaggressive practices in academic spaces and specified standards to ensure an affirming and inclusive environment for students, faculty, and staff.
This case study addresses the human-animal interaction component of the One Health Framework and ... more This case study addresses the human-animal interaction component of the One Health Framework and will equip students in the health professions with the knowledge necessary to analyze the potential health benefits of animal assisted therapy (AAT) and to understand the interdisciplinary application of AAT interventions to prevent and treat a wide range of healthcare concerns.
Social justice advocacy is integral to the counseling profession (ACA, 2014;CACREP, 2009; Lewis, ... more Social justice advocacy is integral to the counseling profession (ACA, 2014;CACREP, 2009; Lewis, Arnold, House, & Toporek, 2002). This article presents creative pedagogical methods for counselor educators to infuse social justice advocacy throughout the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) core.
Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (... more Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (also referred to as the Mormon Church) may face internal dissonance when counseling clients who identify as lesbian, gay, or bisexual (LGB). This manuscript explores the experience of a self-identified Mormon CIT who was supervised over the course of one semester by a lesbian-identified supervisor while developing as an LGB ally. Critical discourse analysis methodology was conducted to investigate the supervisory experience. In conclusion, suggestions for ally development during supervision are discussed.
Counselors must be competent in working with lesbian, gay, bisexual, transgender, queer, intersex... more Counselors must be competent in working with lesbian, gay, bisexual, transgender, queer, intersex, questioning and allied (LGBTQ+) clients as required by the ACA Code of Ethics and the Association of LGBT Issues in Counseling (ALGBTIC) (Walker & Prince, 2010). Graduate counseling programs teach students to become counselors, yet research demonstrates counselor educators often lack skills and knowledge to train counselors to become LGBTQ+ competent (Israel & Hackett, 2004; Logan & Barret, 2005). This study explores the process of counselor educators integrating LGBTQ+ competencies into counseling programs as well as the process of LGBTQ+ competent faculty becoming LGBTQ+ competent using Charmaz’s (2014) grounded theory and Clarke’s (2005) situational analysis methods. Within this study, themes form the LGBTQ+ Competent Project Map demonstrating the process of counselor educators integrating LGBTQ+ competencies in counseling programs and the process of LGBTQ+ competent faculty becoming LGBTQ+ competent.
Journal of Counselor Leadership and Advocacy, 2016
ABSTRACT Social justice advocacy is integral to the counseling profession. This article presents ... more ABSTRACT Social justice advocacy is integral to the counseling profession. This article presents creative pedagogical methods for counselor educators to infuse social justice advocacy throughout the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) core.
Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (... more Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (also referred to as the Mormon Church) may face internal dissonance when counseling clients who identify as lesbian, gay, or bisexual (LGB). This article explores the experience of a self-identified Mormon CIT who was supervised over the course of one semester by a lesbian-identified supervisor while developing as an LGB ally. Critical discourse analysis methodology was conducted to investigate the supervisory experience. In conclusion, suggestions for ally development during supervision are discussed.
Although advocacy lies at the core of the counseling professional identity, the voices and experi... more Although advocacy lies at the core of the counseling professional identity, the voices and experiences of lesbian, gay, bisexual, transgender, queer, questioning, intersex, and asexual (LGBTQQIA) students and educators are frequently silenced and marginalized within academic settings. Utilizing coconstructed autoethnography, the authors examine the ways in which the intersecting identities of LGBTQQIA individuals are individually, culturally, and systemically privileged and oppressed within counseling classrooms, curricula, and program policies. The authors discuss guidelines for interrogating and disrupting heteronormativity and other macro- and microaggressive practices in academic spaces and specified standards to ensure an affirming and inclusive environment for students, faculty, and staff.
This case study addresses the human-animal interaction component of the One Health Framework and ... more This case study addresses the human-animal interaction component of the One Health Framework and will equip students in the health professions with the knowledge necessary to analyze the potential health benefits of animal assisted therapy (AAT) and to understand the interdisciplinary application of AAT interventions to prevent and treat a wide range of healthcare concerns.
Social justice advocacy is integral to the counseling profession (ACA, 2014;CACREP, 2009; Lewis, ... more Social justice advocacy is integral to the counseling profession (ACA, 2014;CACREP, 2009; Lewis, Arnold, House, & Toporek, 2002). This article presents creative pedagogical methods for counselor educators to infuse social justice advocacy throughout the Council for Accreditation of Counseling and Related Educational Programs’ (CACREP) core.
Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (... more Counselors-in-training (CIT) who are members of the Church of Jesus Christ of Latter-day Saints (also referred to as the Mormon Church) may face internal dissonance when counseling clients who identify as lesbian, gay, or bisexual (LGB). This manuscript explores the experience of a self-identified Mormon CIT who was supervised over the course of one semester by a lesbian-identified supervisor while developing as an LGB ally. Critical discourse analysis methodology was conducted to investigate the supervisory experience. In conclusion, suggestions for ally development during supervision are discussed.
Counselors must be competent in working with lesbian, gay, bisexual, transgender, queer, intersex... more Counselors must be competent in working with lesbian, gay, bisexual, transgender, queer, intersex, questioning and allied (LGBTQ+) clients as required by the ACA Code of Ethics and the Association of LGBT Issues in Counseling (ALGBTIC) (Walker & Prince, 2010). Graduate counseling programs teach students to become counselors, yet research demonstrates counselor educators often lack skills and knowledge to train counselors to become LGBTQ+ competent (Israel & Hackett, 2004; Logan & Barret, 2005). This study explores the process of counselor educators integrating LGBTQ+ competencies into counseling programs as well as the process of LGBTQ+ competent faculty becoming LGBTQ+ competent using Charmaz’s (2014) grounded theory and Clarke’s (2005) situational analysis methods. Within this study, themes form the LGBTQ+ Competent Project Map demonstrating the process of counselor educators integrating LGBTQ+ competencies in counseling programs and the process of LGBTQ+ competent faculty becoming LGBTQ+ competent.
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Prince, 2010). Graduate counseling programs teach students to become counselors, yet research demonstrates counselor educators often lack skills and knowledge to train counselors to become LGBTQ+ competent (Israel & Hackett, 2004; Logan & Barret, 2005). This study explores the process of counselor educators integrating LGBTQ+ competencies into counseling programs as well as the process of LGBTQ+ competent faculty becoming LGBTQ+ competent using Charmaz’s (2014) grounded theory and Clarke’s (2005) situational analysis methods. Within this study, themes form the LGBTQ+ Competent Project Map demonstrating the process of counselor educators integrating LGBTQ+ competencies in counseling programs and the process of LGBTQ+ competent faculty becoming LGBTQ+ competent.
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Prince, 2010). Graduate counseling programs teach students to become counselors, yet research demonstrates counselor educators often lack skills and knowledge to train counselors to become LGBTQ+ competent (Israel & Hackett, 2004; Logan & Barret, 2005). This study explores the process of counselor educators integrating LGBTQ+ competencies into counseling programs as well as the process of LGBTQ+ competent faculty becoming LGBTQ+ competent using Charmaz’s (2014) grounded theory and Clarke’s (2005) situational analysis methods. Within this study, themes form the LGBTQ+ Competent Project Map demonstrating the process of counselor educators integrating LGBTQ+ competencies in counseling programs and the process of LGBTQ+ competent faculty becoming LGBTQ+ competent.