Exploring Multicultural and Social Justice Counseling Training Outcomes on School Counselor and Youth Development

ABSTRACT

This study qualitatively explored how multicultural and social justice counseling training affected self-development during field work. Nine high school students and 15 school counselor trainees engaged in postinterviews following completion of school counseling practicum field work. Directed and conventional qualitative content analyses revealed growth in high school students' personal and academic development. High school students described appreciation for asset-oriented counseling to promote academic perseverance and self-direction. School counselor trainees described growth in self-awareness, culturally relevant counseling skills, and emerging advocacy skills. Implications for school counselor educators are described that explore the impact of multicultural and social justice counseling competencies training on counseling relationships and cultivating youth development.

KEYWORDS:

• Counselor training
• multicultural counseling
• school counseling
• social justice counseling
• youth development

Additional information

Notes on contributors

Amy L. Cook

Amy L. Cook, PhD, is an assistant professor in the Counseling and School Psychology Department, College of Education and Human Development at the University of Massachusetts Boston. She received a PhD in Educational Psychology from the University of Connecticut Storrs. She has worked in urban schools and mental health agencies, providing counseling services to students and families. Her research interests focus on reducing inequalities in educational outcomes and promoting positive youth development through community-engaged research with youth in partner schools and organizations. She is committed to using scholarly research in a manner that advances shared collaboration and educational equity.

Lauren Brodsky

Lauren Brodsky is a PhD student in School Psychology at the University of Massachusetts Boston with a previous background in Anthropology from Brandeis University. Her research interests involve collaborating with schools to systematically improve home-school collaborations with a focus on social emotional learning.

Robert Gracia

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

Laura J. Morizio

Laura J. Morizio is a third year doctoral student studying School Psychology at the University of Massachusetts Boston. Her research interests focus on promoting urban access to creatively-focused social and emotional development initiatives.