Undergraduate Minor in Counseling Program: Design, Implementation, and Reflection

This article argues the benefits for having an undergraduate counseling program and offers suggestions for successful implementation. The presence of an undergraduate counseling program could be an additional method for growing the field of counseling. Specifically, the development of a Minor in Counseling for the undergraduate population is described and reflections from students and faculty are included to help elucidate how other counseling programs might follow suit

Undergraduate Minor in Counseling Program: Design, Implementation, and Reflection

This article argues the benefits for having an undergraduate counseling program and offers suggestions for successful implementation. The presence of an undergraduate counseling program could be an additional method for growing the field of counseling. Specifically, the development of a Minor in Counseling for the undergraduate population is described and reflections from students and faculty are included to help elucidate how other counseling programs might follow suit

Multicultural Counselor Training: Assessment of Single-Course Objectives and Pedagogical Strategies

The purpose of this study was to examine the extent to which multicultural counseling courses throughout the United States include course objectives and pedagogical strategies recommended in the literature (Arredondo et al., 1996) and in professional counseling standards and guidelines. Findings from 277 participants indicate that most, not all, courses include the recommended objectives and strategies. The most common (85.9%) objective was self- awareness of own values and biases, whereas only approximately 50 percent included an objective related to critiquing counseling theories. The most common pedagogical strategies were classroom discussions/debates (95.3%), whereas fewer than half integrated cross-discipline readings and student research. The authors suggest dialogue and empirical investigations necessary to further the practice of multicultural counselor training

Ethnic Label Use in Adolescents from Traditional and Non-Traditional Immigrant Communities

Understanding adolescents’ use of ethnic labels is a key developmental issue, particularly given the practical significance of identity and self-definition in adolescents’ lives. Ethnic labeling was examined among adolescents in the traditional immigrant receiving area of Los Angeles (Asian n = 258, Latino n = 279) and the non-traditional immigrant receiving area of North Carolina (Asian n = 165, Latino n = 239). Logistic regressions showed that adolescents from different geographic settings use different ethnic labels, with youth from NC preferring heritage and panethnic labels and youth from LA preferring hyphenated American labels. Second generation youth were more likely than first generation youth to use hyphenated American labels, and less likely to use heritage or panethnic labels. Greater ethnic centrality increased the odds of heritage label use, and greater English proficiency increased the odds of heritage-American label use. These associations significantly mediated the initial effects of setting. Further results examine ethnic differences as well as links between labels and self-esteem. The discussion highlights implications of ethnic labeling and context

Talk! Please stop talking! The challenges of facilitating classroom discussions on taboo topics.

This presentation explores students’ reluctance to engage in authentic classroom discussions surrounding multicultural and social justice topics. Based on a combination of the presenters’ research and personal experiences, respectively as student and instructor, positive and negative experiences will be explored. Audience members will exchange ideas and support, as well as to identify ways to deepen student learning through dialogue

Implementing a community intervention to promote social justice and advocacy: Analysis of a town hall meeting on race, justice, and peace

A diverse team of counselor educators used a phenomenological qualitative research method to analyze a social justice group intervention-A town hall meeting among a group of students, educators, and mental health professionals that focused on race, justice, and peace. Participants described forms of oppression in their personal and professional lives and strategies to combat them. © 2011 by the American Counseling Association. All rights reserved

Expanding white racial identity theory: A qualitative investigation of whites engaged in antiracist action

This article presents outcomes of a qualitative exploration of White racial identity. Ten participants whose characteristics were reflective of Helms\u27s () autonomy status defined their racial identities and related lifestyle choices. Findings are conceptualized within the framework of Helms\u27s (,) theory of White racial identity development. Suggestions are intended to enhance White racial identity theory and provide empirical support for characteristics of Whites who are engaged in antiracist activities

Strategies Used by Whites to Address Their Racism: Implications for Autonomous White Racial Identities

This article presents findings from a study that explored the lived experiences of Whites committed to antiracism action—those who, according to Janet Helms\u27s (1990, 1995, 2014) White racial identity model, exhibit characteristics of the autonomy status. Thematic outcomes indicated participants’ (N = 10) efforts to manage their own racism in ways that are both proactive and responsive in nature. Findings are compared with theoretical and empirical literature regarding the racial identity development of Whites committed to antiracist action. Este artículo presenta los hallazgos obtenidos a partir de un estudio que exploró las experiencias vitales de personas blancas comprometidas con la acción antirracista. Según el modelo de identidad racial blanca de Janet Helms (1990, 1995, 2014), estas personas son aquellas que muestran características del estado de autonomía. Los resultados temáticos indicaron que los esfuerzos de los participantes (N = 10) por controlar su propio racismo son por naturaleza tanto proactivos como reactivos. Se comparan los hallazgos con la literatura teórica y empírica en torno al desarrollo de la identidad racial de personas blancas comprometidas con la acción antirracista

Challenges and Coping Mechanisms of Whites Committed to Antiracism

Scholars have cited an antiracist identity as an ideal development status for Whites seeking to change systemic racism (Helms, 1995). However, little is known regarding the lived complexities of antiracist work itself. This article examines the experiences of one group of Whites (N = 10) committed to antiracist action. Outcomes indicate challenges that include backlash and struggles to identify more effective antiracist tactics. Coping mechanisms are considered in relation to counseling and counselor training practices

Evidence-Based Teaching in Higher Education: Application to Counselor Education

The authors examined best practices in university-level teaching, as premised on the evidence-based teaching (EBT) literature found in fields external to counselor education. Findings were reported in relation to 3 areas: developing an effective learning environment, structuring intentional learning experiences, and assessing teaching effectiveness. Implications regarding the training of doctoral-level counselor educators using EBT practices are discussed