Addressing Student Poverty Using the I-CARE Model in School Counselor Preparation

ABSTRACT

The I-CARE Model provides a guiding structure to consider poverty related factors and their impact on people living in poverty. I-CARE encourages counselor trainees to internally reflect on one’s own knowledge, experiences and unintended bias; develop strategies to cultivate relationships with clients; acknowledge realities of living in poverty; and explore interventions to remove barriers. We describe how the I-CARE model may be applied to training school counselors to serve students impacted by poverty. Implications of the model’s use in school counselor preparation are explored, including practical suggestions and directions for future research.

KEYWORDS:

• Poverty
• school counselor preparation
• I-CARE
• counselor education

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Margaret M. Generali

Margaret M. Generali is currently Professor and Chairperson of the Counseling and School Psychology Department at Southern Connecticut State University. She is a certified school counselor in the state of Connecticut. Across her career, she has held a multitude of counseling positions working with culturally, developmentally and socioeconomically diverse populations including children, adolescents, and university students.

Louisa L. Foss-Kelly

Louisa L. Foss-Kelly is currently Professor of Counselor Education and Supervision and Clinical Mental Health Counseling in the Counseling and School Psychology Department at Southern Connecticut State University. She is a Licensed Professional Counselor, Approved Clinical Supervisor and National Certified Counselor. Her interests include counseling people living in poverty and legislative professional advocacy.