Helping BIPOC LGBTQIA+ Families Through Inclusive Therapy and Advocacy

Families are phenomenological and unique. All families are valuable, but historically, many family types have been underrepresented. Families with members who identify in the BIPOC LGBTQIA+ communities have historically been underrepresented and marginalized. Helping BIPOC LGBTQIA+ families involves both clinical work and advocacy. Advocacy for the professional identity of counseling, marriage and family therapy, and related helpers involves various aspects. These aspects include leadership theory and integration, importance of professional identity, the need to continue to infuse multiculturalism within the counseling and family therapy identities, and continued skills for counselors to learn inclusive advocacy. Skills and implications for advocacy as they relate to clients who intersect among the LGBTQAI+ and BIPOC communities, will be described

From Exploration of Classism to Anticlassist Counseling: Implications for Counselors and Counselor Educators

Classism is a recently studied, but historically present, form of oppression. Despite much attention to inclusion of underrepresented clients in counseling literature, there has been little focus on the presence of classism in academic settings. In an effort to close this gap, a study of 202 individuals, aged 18 to 38, was conducted to explore the relationships among perceived classism, ethnicity, and socioeconomic status. Only 4.5% of the participants had never experienced any incidents of classism. African American individuals were more likely to experience interpersonal classism and working class/poor individuals were more likely to experience interpersonal and systemic classism. Recommendations for counselors, specifically, college counselors working with young adult students, facing classism are also discussed

Implementing an Online Research Group about Classism in Counselor Education

In 2021, an online research group was created with counseling students from three different universities. This online research group consisted of masters counseling students and a lead research mentor and counselor educator. This research group was the first of its kind in its Program. This research team focused on intersectionality and classism. Topics of integrating the online world into counseling research, specifically, through this observed research group will be introduced in this documentation. This research team served as a catalyst to increase student morale during required remote learning. Implications driven from this student-centered, online research group will also be described. Discussion regarding ways to increasingly incorporate technology into counselor education pedagogy and research will also be included