Exploring Outcomes of a Targeted Supervisory Training Curriculum on Developing Multicultural Competency and Social Justice Advocacy

Abstract

Although there is extensive literature addressing the need to incorporate multicultural competency and social justice advocacy training in school counseling coursework, there are few empirical studies that have examined outcomes of incorporating such curriculum into field placement course work. Qualitative content analysis was employed to examine the use of targeted instruction on developing multicultural competency and social justice advocacy with a sample of 21 counseling students during a school practicum placement. Analyses of semi-structured interviews suggested the potential benefit of infusing targeted instruction on multicultural competency and social justice advocacy. Implications for counselor training and research are provided.

• counselor training
• social justice advocacy
• multicultural counseling
• urban schools
• supervision

Notes

Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/orPUBLICation of this article.

Funding The author(s) received no financial support for the research, authorship, and/orPUBLICation of this article.

Additional information

Notes on contributors

Amy L. Cook

Amy L. Cook is an assistant professor of Counseling and School Psychology at the University of Massachusetts Boston. Her research interests focus on promoting inclusion, social justice, and educational equity as they pertain to counseling practice, postsecondary transition, and counselor education.

Laura A. Hayden

Laura A. Hayden is an assistant professor of Counseling and School Psychology at the University of Massachusetts Boston. Her research interests include the role of physical activity in youths’ social and emotional development and counselor education using a social justice lens.

Robert Gracia

Robert Gracia is a senior lecturer of Counseling and School Psychology at the University of Massachusetts Boston. His research interests include development of multicultural competency in graduate counseling students and identity development of multi-heritage adolescents.

Rachel Tyrrell

Rachel Tyrrell received a master’s degree in Mental Health Counseling from the University of Massachusetts Boston. She works individually with adolescents and adults as an outpatient mental health and substance abuse clinician, as well as leads clinical groups on women’s empowerment and relapse prevention at Bay State Community Services.