Module 2
Social Justice
A. Understanding Social Advocacy
Social justice and social advocacy have been, and will for the foreseeable future
remain, fundamental to the practice of counseling. Owing to the convergence of certain
economic and societal issues, the roles of social justice and social advocacy have gained
more prominence in recent years. On the basis of the momentum from this focus, some
have argued that social justice in counseling should be considered the “fifth force”
following the psychodynamic, behavioral, humanistic, and systemic/multicultural
counseling forces that exist in the profession. We begin this chapter discussing some key
constructs related to understanding social justice and social advocacy, go on to explore
the historical context of social justice and social advocacy in counseling, and then discuss
the relationship between social injustice and mental health issues. Strategies and
challenges associated with being agents of change are infused throughout these topics,
and professional counselors are called upon to be social change agents.
Do you believe that every individual in the world has the same worth? Or do you
believe that some people are more valuable than others? Should everyone receive equal
benefits from society? Do you believe that all people should have equitable rights? Do
you believe that all people have the right to a “good life?” The counseling profession has
moved more toward addressing social inequities and their impact on clients’
psychological and physical health, both within the counseling session and throughout the
systems that clients experience—from their families and schools to local communities
and historical institutions that continue to marginalize them. Social justice counseling and
advocacy counseling are used interchangeably in the counseling literature. One can argue
that the goal of advocacy leads to social justice. For example, supporting the rights of gay
men and lesbians to adopt children (advocacy) could assist in giving them equitable
opportunities to be parents (social justice). For consistency, we will use social justice
counseling throughout this chapter to denote both the act aimed at achieving, and the
belief in a just world.
Social justice counseling refers to counseling that recognizes the impact of
oppression, privilege, and discrimination on the mental health of individuals (Chang
et-al., 2010; Ratts et-al., 2016). According to Ratts et-al. (2016), the majority of
counselors and counselor trainees define social justice as equitable treatment (e.g., equity
among groups, nondiscrimination, and equitable distribution of advantages and
disadvantages). Some define social justice in terms of its negation, social injustice, such
as punishment for not following norms and the unequal assignment of privilege. Thus,
social injustice refers to the unequal distribution of rewards and burdens. Examples of
social injustice include discrimination across cultural identities; the provision of limited
housing; the existence of educational achievement gaps in schools; poverty; classism;
sexism; child exploitation; racial profiling; homophobia; and violence toward people of
color and lesbian, gay, bisexual, transgender, and queer (LGBTQ+) individuals. The goal
of social justice counseling is to promote access to resources and opportunities and to
advocate for equity for all people, focusing particularly on those groups disenfranchised
on the basis of their cultural identity (e.g., race/ethnicity, gender, age, social class, sexual
orientation, gender identity). Based on the belief that all people have a right to equitable
treatment and fair allocation of societal resources, the goal of social justice counseling is
to establish equal distribution of power and resources through advocacy to ensure that all
people have the tools and resources for a “good life”.
Accordingly, one of the goals of social justice counseling is the eradication of
oppression. Oppression is pervasive and exists across multiple groups (e.g., people of
color, people of lower socioeconomic statuses or social classes, people with disabilities)
and at varying levels (e.g., individual, institutional, cultural). Oppression can be said to
have two modalities (i.e., oppression by force and oppression by deprivation) and be of
three types (i.e., primary, secondary, and tertiary). Oppression by force involves the act
of imposing, on an individual or a group, an object, a label, a role, an experience, or a
living condition that is unwanted and that causes physical or psychological pain.
Examples directed at individuals or marginalized groups include sexual assault,
kidnapping (of either an individual or members of a marginalized group), and physical
violence toward an individual or a group of individuals. Oppression by deprivation
includes the act of depriving an individual or a group of an object, a label, a role, an
experience, or a living condition that hinders physical and psychological well-being.
Primary oppression consists of overt acts representing either of the two modalities
of oppression (i.e., oppression by force, oppression by deprivation); secondary oppression
involves individuals benefiting from overt oppressive acts against others. Although
individuals involved in secondary oppression do not actively engage in oppressive acts,
they do not object to others who do engage in overt oppressive acts and do benefit from
the oppression. For example, one might overhear a racial slur by a family member yet not
call direct attention to the oppressive nature of the comment. To this end, the person who
hears the racial slur perpetuates the idea that it is “okay” if others use racial slurs.
Another example is that of a White couple getting a mortgage at a lower interest rate
compared to a couple of Latin American/ Latin descent. Tertiary oppression, also referred
to as internalized oppression, refers to the identification of the dominant message by
members of marginalized identities, often to seek acceptance by the dominant group.
Like secondary oppression, tertiary oppression can be passive in nature (Ratts et- al.,
2016). For example, a woman who internalizes messages of sexism may buy into the
message that men are superior and that women should be subjugated. This internalization
process is likely to lead to lowered self-esteem, psychological issues such as depression
and anxiety, and an increased risk of physical or sexual violence.
Oppression is complex and multidimensional in that an individual can be a
member of both oppressive and oppressed groups and experience oppression at various
levels. By virtue of the diverse combinations of race, sex and gender, sexual orientation,
gender identity, class, religious or spiritual affiliation, age, and physical and emotional
abilities, all individuals are potentially victims and perpetuators of oppression to some
degree. For example, a White gay man, who has privileged racial and gender identities
but a marginalized identity for sexual orientation, can be oppressed by individuals (e.g.,
perpetrators of hate crimes) and institutions (e.g., religious institutions that do not
recognize same-sex marriage), as well as experience cultural oppression (e.g., living in a
culture that considers his sexual orientation to be abnormal), yet at the same time be an
oppressor (e.g., hold sexist or classist attitudes). The result of oppression is an imbalance
of power (i.e., one individual or group—the privileged— having control, autonomy, and
authority or influence over another individual or group—the oppressed). Specific forms
of oppression (i.e., racism, sexism, heterosexism, classism, ableism, and ageism) will be
discussed more thoroughly in other chapters.
A concept related to social injustice and oppression is that of structural violence
(sometimes referred to as institutional oppression): the marginalization that results from
oppressive institutions. Structural violence results when social, political, economic, and
other institutional entities and processes intentionally or unintentionally erect barriers to
development, wellness, dignity, and human potential. Structural violence can be overt,
although it is often covert, making it harder to detect. Examples of structural violence
include providing insufficient funding to inner-city and rural schools, limiting access to
healthy and affordable food, limiting access to affordable and safe housing, limiting
access to quality health care and preventative care, and making it difficult to find
affordable transportation. One particularly insidious example is the exclusion of gender
reassignment surgery for transgender individuals from coverage by health insurance
companies (an example of overt structural violence) because this oppressed group lacks
legal protections and legal recourse (an example of covert structural violence). Structural
violence has a very real and lasting impact on the wellness (or lack thereof) of individuals
and communities.
Privilege is made up of several components, such as having power, access, or
unearned advantage, and holding a majority status. As mentioned earlier, power involves
having control, autonomy, and authority or influence over others. Access relates not only
to monetary and material possessions, but also to opportunities (e.g., opportunities for
higher education, opportunities to attend more affluent schools and libraries). Having
connections, receiving favorable treatment, and possessing entitlement all relate to having
an unearned advantage, whereas majority status has to do with being not only the
majority in number but also the majority in social standing and having the power to
define who is who. Therefore, oppression and privilege can be viewed as inversely
related (Chan et-al., 2018; O’Hara, 2014). To understand privilege, it is important to note
that those who experience it find it invisible or difficult to detect. Privilege around race
serves as an example. Those who identify as or approximate White or identify with
European ancestry experience White privilege, while people identifying with other racial
backgrounds and biracial or multiracial individuals experience oppression and
marginalization. White privilege often conflates Whiteness with what is considered to be
normal or with a universal human standard. For example, skin bandages, stockings,
undergarments, and makeup often come in colors alluding to skin tone (e.g., nude, buff,
tan). These adjectives describe colors that match fair-skinned (White) people and not
those with darker or deeper skin tones. This practice implies that Whiteness is normal and
that other colors or tones are not. The flip side of this example can also be used to detect
and understand White privilege. In other words, how common is it to see stockings that
are olive, brown, or black and that are called “nude?” This example of White privilege
underscores the idea that Whiteness becomes the unspoken standard by which others are
compared.
Empowerment is another important construct in social justice counseling. The
goal of social justice counseling involves the equitable distribution of power—in other
words, empowering disenfranchised groups. As is evident in this definition,
empowerment is a complex process involving self-reflection and action from the client
and the counselor at both the individual and community levels and thus forms the
foundation for social justice counseling (Hays, 2020; Lee, 2018a). Some examples of
empowerment are validating a client’s anxiety regarding coming out to parents,
normalizing a trauma survivor’s symptomology, supporting clients as they search for
positive coping strategies to deal with acculturating to the United States, and
collaborating with others to address the lack of resources in a local school. An instance of
intimate partner violence (IPV) can also serve as an example of empowerment.
Professional counselors who work with survivors of IPV should engage in self-reflection
about how to collaborate with these individuals. Empowerment involves developing
resources, options, and advocacy skills. It is important for the counselor not to impose
expectations on the client. Instead, the counselor and client are to self-reflect and
collaborate to identify values, resources, and skills that the client might choose to
develop. At the individual level, counselor actions might include recommending
bibliotherapy, including specific books; sharing resources; role-playing; assessing
strengths; and modeling behaviors that evoke empowerment. Client actions might involve
practicing skill development in and out of session, as well as reviewing resources and
developing awareness around strengths and empowerment. At the community level, the
counselor might offer outreach to schools or community centers that provide education
on empowerment and/or IPV prevention. Political lobbying for resources and laws
around IPV would also be useful. In turn, the client might engage in similar behaviors or
join a group for survivors of IPV, providing leadership and teaching others about
empowerment and advocacy.
A key aspect of empowerment involves building on clients’ sources of resilience.
Resilience is defined as the set of behaviors and attitudes that clients identify as
beneficial in coping with stressful situations and adversity (Singh et-al., 2017). The
stressful situations may involve violence and trauma experienced based on being a
member of an oppressed group, or acculturative stress in clients who have migrated to the
United States recently and who are living in a substandard neighborhood that lacks
sufficient community, school, and medical resources, to name a few shortcomings.
Professional counselors working in mental health, school, rehabilitation, and college
counseling settings are encouraged to identify these stressful situations and the coping
resources that clients use to combat them. To this end, identifying and building on client
resources fosters resilience.
Social justice counseling becomes clear when one considers the relationship
between social injustice (i.e., oppression, discrimination, and prejudice) and the mental
health of marginalized groups. A historic U.S. Surgeon General’s report titled Mental
Health: Culture, Race, and Ethnicity—A Supplement to Mental Health (USDHHS, 2001)
helped illustrate potential consequences of social injustice and predictors of mental
illness for various racial/ethnic marginalized identity groups and move the field of
multicultural counseling forward. This report was seminal in that it expanded counselors’
and other mental health professionals’ thinking of what culturally competent (and
culturally incompetent) practice focuses on. More specifically, the report’s findings
served as an impetus for conceptualizing multicultural counseling competence as more
than just cultural sensitivity and tolerance of difference. The report called for mental
health professionals to examine how cultural “difference” and poor conditions for certain
groups might be based on negative social conditions and other experiences of oppression.
In addition, it demonstrated how various marginalized identities for an individual
intersect to create additional adverse conditions. More recently, the American Medical
Association declared racism to be an urgent public health threat, acknowledging that
racism and unconscious bias cause harm to minoritized communities (O’Reilly, 2020).
Similarly, researchers discuss the need for social justice in school counseling (Bidell,
2011; Brown & Shin, 2019; Evans et-al., 2011), rehabilitation counseling (Kelsey &
Smart, 2012), career counseling (Crucil & Amundson, 2017; Dik et- al., 2012), mental
health counseling (Crumb et-al., 2019; Ratts, 2017), supervision (Dollarhide et-al., 2021;
O’Hara, 2014), and research (Hays, 2020). Other scholars have challenged us to consider
social justice issues when working with marginalized populations such as LGBTQ+
(Rose, 2020), incarcerated individuals (Carrola & Brown, 2018), economically
disadvantaged students (Crumb & Larkin, 2018), and refugee populations.
Although racial, ethnic, and cultural marginalized identities (e.g., people of color,
women, LGBTQ+ individuals) are exposed to greater levels of discrimination and
poverty than the majority culture, they have limited access to mental health care because
of socioeconomic and language factors (Steele et-al., 2017; Wilson et-al., 2011).
Experiences of oppression can leave people exposed to chronic stressors and challenges
that threaten their well-being (Greene, 2005), making them more susceptible to
depression, suicide, substance abuse, violence, anxiety, chronic stress, and acute stress,
any or all of which in turn may lead to medical complications, including hypertension,
low birthrate of newborns, heart disease, and cancer.
B. Historical Context
Although social justice issues have always contributed to the positive evolution of
the counseling profession, recent developments have magnified and reinforced their
historical and future role as fundamental to modern counseling. Evidence of this
expanded role includes, but is not limited to, (a) Loretta Bradley, American Counseling
Association (ACA) president, 1999–2000, selecting social justice and advocacy as the
thematic focus of her presidential year; (b) the chartering of Counselors for Social Justice
as a division of the ACA in 2001 (www. counselorsforsocialjustice.org); (c) endorsement
of the advocacy competencies by the ACA Governing Council in 2003; (d) the formation
of the Association for Counselor Education and Supervision’s (ACES’s) Human Rights
and Social Justice Committee in 2006; (e) the sponsorship of the ACES Social Justice
Summit in 2007 and 2009 (Chang et-al., 2010); (f) revision of the Multicultural
Counseling Competencies (Sue et-al., 1992) to become the Multicultural and Social
Justice Counseling Competencies (Ratts et-al., 2016); and (g) endorsement of the revised
advocacy competencies by the ACA Governing Council in May 2020.
However, to appreciate this professional shift, we must first refine our perceptions
to acknowledge the lineage of social justice’s integral impact on the counseling
profession. At its inception, the counseling profession began with individuals responding
to social injustice and advocating for changes in social policy (e.g., Clifford Beers
spearheaded the mental hygiene movement, Carl Rogers believed that the principles of
psychology should be used to address social problems, and Clement Vontress advocated
for students in urban schools; see Crucil & Amundson, 2017; Kiselica, 2004). Frank
Parsons held the belief that wealth and power were unequally distributed throughout
society, and he was committed to empowering immigrant and poor children in their
employment and social roles in the United States during the early part of the 20th
century. Parsons did that by founding Boston’s Vocational Bureau to provide vocational
guidance to the people in society who were the least powerful and had the fewest
resources.
The shifts in societal norms and attitudes towards mental health during the early
1900s marked significant departures from traditional socioeconomic and status-based
frameworks. However, amidst these changes, it is crucial to acknowledge that mental
health discourse remained predominantly entrenched within a male-centric or "his"
framework. Despite the progress made in understanding and addressing mental health
issues, the prevailing narrative continued to prioritize the experiences and perspectives of
men, thereby marginalizing the voices and experiences of women and other marginalized
groups.
Within this context, the evolving dialogue surrounding mental health began to
intersect with broader discussions about social injustice and inequality. This emerging
discourse laid the groundwork for a profound transformation within the counseling
profession, as practitioners grappled with the implications of societal power dynamics
and systemic oppression on mental well-being.
The recognition of mental health as a social justice issue prompted counselors to
confront the ways in which intersecting systems of privilege and oppression shape
individuals' experiences and access to care. From institutionalized sexism and racism to
economic disparities and ableism, counselors began to recognize the profound impact of
systemic injustices on mental health outcomes, challenging the notion of mental health as
a purely individual or biomedical concern.
Moreover, the growing awareness of social injustice catalyzed a paradigm shift
within the counseling profession, prompting counselors to adopt a more holistic and
culturally responsive approach to practice. Recognizing the interconnectedness of mental
health and social context, counselors began to integrate principles of social justice and
advocacy into their work, advocating for systemic reforms and equitable access to mental
health services for all individuals, regardless of their background or identity.
In addition to challenging systemic injustices, counselors also grappled with the
need to decolonize mental health discourse and dismantle Eurocentric and patriarchal
frameworks that have historically dominated the field. By centering marginalized voices
and experiences, counselors sought to create more inclusive and culturally competent
approaches to counseling that honor the diversity of human experience and promote
healing and empowerment for all individuals.
Furthermore, the dialogue about social injustice within the counseling profession
sparked a wave of research, scholarship, and activism aimed at addressing the root causes
of mental health disparities and advocating for structural change. From community-based
interventions to policy advocacy, counselors emerged as agents of social change, working
tirelessly to dismantle barriers to mental health care and promote social justice at all
levels of society.
In essence, the evolving dialogue about social injustice has played a pivotal role
in shaping the counseling profession, challenging practitioners to confront systemic
injustices and advocate for equitable access to mental health care for all individuals. By
recognizing the interconnectedness of mental health and social context, counselors have
embarked on a transformative journey towards creating a more just, inclusive, and
compassionate world for generations to come.
C. Counselors as Social Advocates
C. C. Lee (2018a) calls for a paradigm shift for counselors to engage more in
social justice counseling. If counselors are to be agents of social justice, then they need to
look beyond the traditional role and scope of the counselor and reject the notion of
neutrality. Counselors must reconceptualize the theory and practice of counseling. Social
justice counseling calls for counselors to broaden their scope of practice to intervene not
only at the client level, but the societal level as well. Social justice counseling also calls
for counselors to reject the notion of value neutrality in counseling. The assumption of
value neutrality supports the status quo of inequity in society. Counselors following
traditional counseling theories and interventions are at risk of not addressing underlying
societal issues that are likely the cause of the client’s issues (Ratts et-al., 2016). He
proposed five personal action steps: (a) exploring your personal life’s meaning and
commitment, (b) exploring personal privilege, (c) exploring the nature of oppression, (d)
working to become multiculturally literate, and (e) establishing a “personal social justice
compass”.
When considering the imperative for counselors to advocate for social justice, it
becomes evident that their efforts must extend beyond individual interactions to
encompass systemic change within the fabric of society itself. Central to this endeavor is
the realization that a truly just and equitable social system can only be achieved through
concerted action at multiple levels, beginning with introspection and personal growth.
In a seminal work by C. C. Lee (2018a), the call to action is clear: the journey
towards a just and equitable social system commences with the deeply personal process
of self-exploration. This transformative step invites counselors to embark on a voyage of
self-discovery, delving into the depths of their own beliefs, biases, and identities to
unearth the seeds of social change within themselves.
By engaging in rigorous self-examination, counselors confront the ways in which
their own perspectives and privileges may contribute to perpetuating systemic injustices
and inequalities. Through introspection and reflection, they cultivate a heightened
awareness of their role within the broader social landscape, recognizing their potential to
effect meaningful change through their actions, attitudes, and advocacy efforts.
Moreover, this process of self-exploration serves as a catalyst for personal growth
and development, empowering counselors to transcend the limitations of their own
perspectives and embrace a broader vision of social justice and equity. As they confront
their own biases and blind spots, counselors become better equipped to empathize with
the experiences of others and advocate more effectively for the marginalized and
disenfranchised.
Furthermore, the journey of self-exploration catalyzes a ripple effect of change,
inspiring counselors to extend their advocacy efforts beyond the confines of their own
practice to engage with broader social systems and institutions. Armed with a deeper
understanding of their own values and principles, counselors are emboldened to challenge
systemic injustices, advocate for policy reforms, and work collaboratively with
stakeholders to create a more just and equitable society for all.
As the original multicultural counseling competencies (MCC; Sue et-al., 1992)
were developed and applied, the multicultural counseling movement evolved to become
the social justice movement, which places a greater emphasis on the influence of
environmental factors (e.g., oppression and social problems) that affect the well-being of
clients. The movement’s focus on social justice issues is further heightened by the
growing awareness of the relationship between oppression and mental illness; thus, social
advocacy increasingly is becoming a part of counselors’ roles and responsibilities. Three
professional documents illustrate the centrality of advocacy to the profession of
counseling: the Multicultural and Social Justice Counseling Competencies (MSJCC;
Ratts et-al., 2015), the 2014 ACA Code of Ethics (ACA, 2014), and the ACA Advocacy
Competencies.
The ACA Advocacy Competencies (Toporek & Daniels, 2018) answer this call
for increased engagement and application of social justice in counseling, spanning levels
of advocacy from the microlevel of clients and students, to the middle level involving
communities, to the macrolevel of interventions in the public arena. The model also
identifies two dimensions: the extent of client involvement (collaboration with and acting
on behalf) and the level of advocacy intervention (individual level, community or
organizational level, and public arena). The two dimensions intersect to encompass six
domains in total when delineating advocacy principles: (a) client/student empowerment,
(b) client/student advocacy, (c) community collaboration, (d) systems advocacy, (e)
collective action, and (f) social/political advocacy. The microlevel (Toporek & Daniels,
2018) consists of client/student empowerment (collaboration with) and client/student
advocacy (acting on behalf).
At this elevated echelon of practice, professional counselors engage in a dynamic
process of collaboration with clients, aimed at discerning the inherent strengths that
propel their optimal development, while concurrently identifying and dismantling the
barriers that impede their progress. With an unwavering commitment to empowerment,
counselors guide clients in navigating the intricate terrain of self-advocacy, equipping
them with the tools and strategies needed to assert their rights, advocate for their needs,
and navigate the complexities of their lives with agency and resilience.
Central to this transformative process is the cultivation of a strengths-based
perspective, which underscores counselors' dedication to recognizing and amplifying the
unique assets, talents, and capacities inherent within each client. Through a process of
exploration and discovery, counselors collaborate with clients to identify their innate
strengths, passions, and aspirations, illuminating pathways for growth and self-
actualization.
Simultaneously, counselors facilitate a rigorous examination of the barriers that
stand in the way of their clients' progress, whether they be systemic injustices,
internalized beliefs, or external obstacles. Drawing upon a repertoire of therapeutic
modalities and interventions, counselors empower clients to confront these barriers head-
on, fostering a sense of agency and self-efficacy in navigating the challenges they face.
In addition to removing barriers, counselors guide clients in cultivating the art of
self-advocacy—a vital skill that empowers individuals to articulate their needs, assert
their boundaries, and advocate for their rights within interpersonal, institutional, and
societal contexts. Through role-playing exercises, assertiveness training, and
psychoeducation, counselors equip clients with the confidence and assertiveness needed
to navigate complex social dynamics and assert their autonomy with grace and
conviction.
Moreover, clients are empowered to develop and implement action plans tailored
to their unique goals and aspirations, fostering a sense of ownership and agency in their
journey towards growth and development. Drawing upon the insights gained through
collaborative exploration, clients chart a course of action that aligns with their values,
priorities, and strengths, taking deliberate steps towards manifesting their fullest
potential.
The middle level (Toporek & Daniels, 2018) consists of community collaboration
(collaboration with) and systems advocacy (acting on behalf). In this realm, professional
counselors can act as allies by identifying other supportive agencies and resources
available to clients. Data gathering and presentation are essential to collaborate with
community stakeholders and analyze efforts. At this level, professional counselors work
to identify the systems that affect the wellness of their clients and to help clients navigate
those systems to their benefit whenever possible. The macrolevel (Toporek & Daniels,
2018) consists of collective action (collaboration with) and social/political advocacy
(acting on behalf). This arena may include lobbying at the local, state, and national
political levels.
Furthermore, the pursuit of social justice and empowerment in counseling extends
to the dissemination of information through multifaceted media campaigns and
educational initiatives. This expansive approach recognizes the power of mass
communication and public discourse in effecting systemic change and promoting
widespread awareness of social justice issues.
Professional counselors, operating at this level, collaborate with clients and
communities to orchestrate large-scale efforts aimed at catalyzing transformative shifts in
institutions, policies, and resource allocation. By harnessing the collective voice and
agency of diverse stakeholders, counselors strive to dismantle systemic barriers,
challenge oppressive structures, and advocate for equitable access to resources and
opportunities for all.
Media campaigns serve as potent vehicles for amplifying marginalized voices,
raising awareness of social injustices, and mobilizing public support for systemic
reforms. Through strategic messaging, storytelling, and advocacy efforts, counselors
leverage various media platforms to shine a spotlight on pressing social issues, from
racial injustice and gender inequality to economic disparities and environmental
degradation.
Simultaneously, educative efforts play a pivotal role in empowering individuals
and communities with knowledge, skills, and resources to enact meaningful change.
Professional counselors collaborate with clients and community partners to design and
implement educational programs, workshops, and training sessions that foster critical
thinking, cultural competence, and advocacy skills.
At the heart of these endeavors lies a commitment to targeting not only individual
behaviors and attitudes but also the structural and systemic forces that perpetuate
inequality and injustice. Counselors advocate for policy reforms, legislative changes, and
institutional interventions aimed at dismantling discriminatory practices, promoting
inclusive policies, and fostering social cohesion and equity.
Moreover, counselors engage in coalition-building efforts, forging alliances with
like-minded organizations, activists, and policymakers to amplify their collective impact
and advance shared goals of social justice and empowerment. Through strategic alliances
and collaborative advocacy initiatives, counselors leverage their expertise, influence, and
networks to effect systemic change and promote the well-being of marginalized
communities.
D. Three-tiered Model of Social Advocacy
Social justice is necessary for optimal psychosocial health and addressing health
inequalities (C. C. Lee, 2018a). Counselors can advocate more effectively for their clients
if our profession is recognized by other mental health professionals, legislators, and
policy makers (Cureton et-al., 2019; Mellin et-al., 2011). Chang, Hays, et-al. (2009)
developed a three-tiered model of advocacy to begin to infuse social justice into
counseling practice (see Table- 3.2). The authors urged counselors and counselor
educators to consider social justice issues relative to two fronts (client advocacy and
professional advocacy) and across three tiers (self-awareness, client services, and
community collaboration). Social change is necessary for optimal psychosocial health of
both counselors and clients (C. C. Lee, 2018a).
Self-awareness includes an awareness of one’s own cultural values and biases.
Relative to social justice counseling, counselors need to be able to identify and discuss
the privileges that they personally hold in society by virtue of race, socioeconomic status,
religious affiliation, sexual identity, sex, or physical ability. Others echo the importance
of self-awareness in conducting social justice counseling and developing professional
pride and professional advocacy (Farrell & Barrio Minton, 2019). One method for
developing self-awareness is constructing a cultural genogram. (See Reflection 3.3.)
Figure-3.1 provides a sample cultural genogram.
In the quest to foster psychosocial health for both themselves and their clients,
counselors embark on a journey of self-discovery and societal introspection, guided by
the principles of self-awareness, social justice, and collaborative action. At the heart of
this transformative process lies the recognition that true healing and empowerment
require a holistic approach that encompasses both individual growth and collective
advocacy.
Central to this journey is the cultivation of self-awareness—a profound and
ongoing process of introspection, reflection, and introspection that enables counselors to
deepen their understanding of themselves, their values, and their biases. Through this
process, counselors gain insight into their own strengths and limitations, confronting the
shadows of their unconscious and embracing the light of self-acceptance and authenticity.
Moreover, counselors approach their clients from a social justice perspective,
recognizing the interconnectedness of individual well-being and societal inequities. By
viewing their clients through this lens, counselors acknowledge the systemic barriers and
injustices that impact their clients' lives, from discrimination and oppression to poverty
and marginalization. This perspective informs counselors' interventions, empowering
them to address not only the symptoms but also the root causes of their clients' struggles.
In addition, counselors engage in collaborative efforts to promote social justice,
recognizing that meaningful change requires collective action and solidarity. Through
partnerships with like-minded individuals and organizations, counselors amplify their
impact, advocating for policies and practices that advance equity, diversity, and
inclusion. Together, they create spaces for dialogue, education, and activism, challenging
systems of power and privilege and championing the rights of those who have been
marginalized and silenced.
Activity ¬3.¬3 serves as a catalyst for students to put theory into practice,
providing them with a platform to hone their advocacy skills and amplify their voices in
support of social justice causes. Through this experiential learning opportunity, students
engage in real-world advocacy initiatives, from grassroots organizing and community
outreach to policy advocacy and public education. By advocating for others, students not
only deepen their understanding of social justice principles but also cultivate a sense of
agency and efficacy in effecting positive change.
In essence, counselors' commitment to promoting psychosocial health extends
beyond the confines of the therapy room; it encompasses a broader vision of social
change and collective liberation. Through self-awareness, social justice advocacy, and
collaborative action, counselors empower themselves and their clients to navigate the
complexities of the human experience with resilience, compassion, and hope for a more
just and equitable world.
In the realm of social justice counseling, the provision of client services
transcends mere assistance; it embodies the profound act of empowering disenfranchised
clients to reclaim their agency and advocate for their rights. Within this transformative
framework, the counselor assumes the role of a compassionate guide, navigating the
intricate terrain of the client's lived experiences with sensitivity and insight.
Central to the process of empowerment is the recognition that the counselor must
embark upon a journey of understanding, delving deep into the labyrinthine complexities
of the client's worldview. This journey begins not with assumptions or preconceptions,
but with a humble willingness to listen, to learn, and to bear witness to the multifaceted
tapestry of the client's narrative.
Indeed, the counselor's ability to foster empowerment hinges upon their capacity
to cultivate a profound empathy for the client's lived reality. This entails a willingness to
suspend judgment, to transcend the confines of one's own perspective, and to immerse
oneself fully in the rich tapestry of the client's experiences, beliefs, and values.
In essence, empowerment in social justice counseling emerges from the sacred
alchemy of understanding and empathy, as the counselor endeavors to walk alongside the
client on their journey towards self-actualization and liberation. Only by forging a deep
and authentic connection with the client's worldview can the counselor hope to co-create
a therapeutic alliance grounded in trust, respect, and mutual empowerment.
Moreover, the counselor's role as a facilitator of empowerment extends beyond
mere passive observation; it demands active engagement and collaboration with the client
in the pursuit of shared goals and aspirations. Through a process of dialogue, reflection,
and exploration, the counselor and client together navigate the terrain of empowerment,
charting a course that honors the client's autonomy, agency, and self-determination.
Crucially, the counselor's understanding of the client's worldview serves as the
cornerstone upon which the edifice of empowerment is built. Armed with this nuanced
understanding, the counselor can tailor interventions and strategies that resonate deeply
with the client's unique needs, strengths, and aspirations.
Furthermore, the journey towards empowerment is not a linear path but rather a
dynamic and iterative process, characterized by moments of breakthrough and setbacks,
triumphs and tribulations. It requires patience, perseverance, and a steadfast commitment
to the client's inherent worth and dignity, even in the face of adversity.
Ultimately, in the sacred crucible of the counseling relationship, empowerment
emerges as a transformative force that transcends the confines of individual suffering and
injustice. It is a testament to the resilience of the human spirit, a beacon of hope in a
world fraught with inequality and oppression. And it is through the profound act of
bearing witness to the client's truth, honoring their agency, and championing their
inherent worth that the counselor fulfills their sacred mandate as a steward of social
justice and empowerment.
Counselors operating within a constructivist framework adopt a holistic
perspective that acknowledges the intricate interplay between social factors and the
developmental, emotional, and cognitive processes of individual clients. Within this
framework, counselors recognize that clients are not isolated entities but rather embedded
within complex systems that shape and are shaped by their experiences, relationships, and
environments.
By considering the social context in which clients exist, counselors gain insight
into the myriad factors that contribute to their clients' thoughts, feelings, and behaviors.
This includes examining the influence of cultural norms, societal expectations, familial
dynamics, and other environmental factors on clients' lived experiences and perceptions
of themselves and the world around them.
Moreover, counselors recognize that clients' developmental trajectories, emotional
experiences, and cognitive processes are inherently intertwined with their social context.
For example, the development of self-concept, identity formation, and coping strategies
are all influenced by the social interactions, experiences, and cultural scripts that
individuals encounter throughout their lives.
Furthermore, counselors understand that clients' systems are not static but rather
dynamic and ever-evolving. This dynamic interaction between the individual and their
environment unfolds over time, shaping clients' experiences, beliefs, and behaviors in
complex ways. Counselors may explore how past experiences, family dynamics, and
societal influences continue to impact clients' present-day functioning and well-being.
In essence, counselors working from a constructivist framework recognize the
interconnectedness of social factors, developmental processes, emotional experiences,
and cognitive functioning within the lives of their clients. By adopting a systemic
perspective that considers the holistic context in which clients exist, counselors are better
equipped to understand their clients' unique experiences and tailor interventions that
address the multifaceted nature of their concerns. Through collaborative exploration and
dialogue, counselors can help clients navigate the complexities of their lives and cultivate
greater insight, resilience, and empowerment.
Within this model, counselors employ a proactive approach by formulating
probing questions aimed at uncovering the underlying conditions that either foster or
hinder social, political, and educational advantages or disadvantages for their clients. By
delving into these inquiries, counselors gain deeper insights into the systemic factors
shaping their clients' experiences and opportunities, thereby enabling them to provide
more tailored and effective interventions.
Furthermore, the quality of client services is intricately linked to the cultivation of
a clear and robust professional identity among counselors. A well-defined professional
identity serves as a cornerstone for counselors, grounding their practice in a strong sense
of purpose, values, and ethical principles. Through the development of a clear
professional identity, counselors establish a solid foundation from which to navigate
complex ethical dilemmas, establish therapeutic rapport, and advocate for their clients'
needs and rights.
In this context, the cultivation of professional pride emerges as a crucial
component of counselors' professional development. Professional pride reflects
counselors' commitment to excellence, integrity, and continuous growth in their practice.
By taking pride in their work, counselors demonstrate a dedication to upholding ethical
standards, promoting social justice, and advocating for the well-being of their clients and
communities.
Moreover, the development of professional identity and pride is an ongoing
process that requires self-reflection, self-awareness, and intentional engagement with the
counseling profession. Counselors must actively seek out opportunities for professional
development, supervision, and peer support to enhance their skills, expand their
knowledge base, and stay abreast of emerging trends and best practices in the field.
Additionally, counselors can benefit from engaging in activities that foster a sense
of belonging and connection within the counseling community. This may include
participating in professional organizations, attending conferences and workshops, and
networking with colleagues who share similar interests and values. By cultivating a
supportive professional network, counselors can draw strength, inspiration, and
camaraderie as they navigate the complexities of their work.
Community collaboration involves working toward social change at the
organizational and institutional levels. Because they work with a diverse group of people,
counselors may be the first to become aware of difficulties within agencies, external
organizations, and the community. For example, Dinsmore et- al. (2000) suggested the
following organizational interventions: (a) challenge institutions to provide clients with
easier access to critical information that may affect their well-being; (b) serve as a
mediator when a client and an institution reach an impasse; (c) negotiate with external
agencies and institutions to provide better services for clients; (d) participate in lobbying
efforts related to social justice issues; and (e) inform funding agencies of inadequate or
damaging practices.
As counselors deepen their awareness of the external factors impacting their
clients' well-being, they are compelled to extend their focus beyond direct clinical
interventions and embrace a broader advocacy role that encompasses organizational and
institutional levels. This expanded advocacy mandate underscores counselors'
commitment to promoting not only the welfare of their clients but also advocating for
systemic changes that address the root causes of social injustices and inequities.
Numerous authors have proposed diverse approaches to counselor advocacy at the
organizational and institutional levels, each offering valuable insights and strategies for
effecting positive change. These approaches emphasize the importance of leveraging
counselors' unique skills, expertise, and ethical principles to advocate for systemic
reforms and create more just and inclusive environments.
One approach to counselor advocacy at the organizational and institutional levels
is through policy advocacy, which involves advocating for legislative or policy changes
that promote social justice and equity. Counselors can engage in policy advocacy by
lobbying policymakers, participating in advocacy campaigns, and supporting legislation
that addresses systemic barriers to mental health care access, affordability, and quality.
Another approach is community organizing, which entails mobilizing community
members to collectively address social issues and advocate for change. Counselors can
play a pivotal role in community organizing efforts by facilitating grassroots initiatives,
building coalitions, and empowering individuals to advocate for their rights and interests.
Additionally, counselors can engage in institutional advocacy by advocating for
changes within their own organizations or professional associations to promote diversity,
equity, and inclusion. This may involve advocating for anti-discrimination policies,
cultural competence training, and inclusive practices that affirm the dignity and worth of
all individuals.
Furthermore, counselors can employ a strengths-based approach to advocacy,
focusing on assets and resources within communities to effect positive change. By
highlighting community strengths, resilience, and collective agency, counselors can
inspire hope and mobilize action towards achieving shared goals of social justice and
empowerment.
Moreover, intersectional advocacy recognizes the interconnectedness of multiple
forms of oppression and seeks to address the intersecting identities and experiences of
marginalized individuals and communities. Counselors can adopt an intersectional lens in
their advocacy efforts, acknowledging the complex interplay of race, gender, class,
sexuality, ability, and other social identities in shaping systemic inequalities and
disparities.
Moreover, counselors play a vital role in educating the community about the
intricate relationship between oppression and mental health issues. One avenue through
which they can achieve this is by spearheading the development of multicultural and
social justice programs tailored for various organizations and the broader community.
By designing and implementing multicultural and social justice programs,
counselors can foster greater awareness and understanding of how systemic oppression
impacts mental health outcomes. These programs serve as platforms for dialogue,
education, and advocacy, empowering individuals to recognize and address the social
determinants of mental health within their communities.
Through these programs, counselors can facilitate discussions on topics such as
racism, sexism, ableism, homophobia, and other forms of oppression, illuminating their
detrimental effects on mental well-being. By providing psychoeducation and raising
awareness about the intersectionality of identity and oppression, counselors empower
community members to recognize the complex interplay between social factors and
mental health outcomes.
Furthermore, multicultural and social justice programs offer opportunities for
skill-building and capacity-building within the community. Counselors can conduct
workshops, trainings, and seminars aimed at equipping individuals with the knowledge,
tools, and resources to advocate for social change and promote mental health equity.
Topics covered may include cultural competence, allyship, advocacy strategies, and
trauma-informed care.
Additionally, counselors can collaborate with community organizations, schools,
workplaces, and other institutions to integrate multicultural and social justice principles
into their policies, programs, and practices. By partnering with stakeholders and
leveraging existing resources, counselors can maximize the reach and impact of their
efforts to promote mental health equity and social justice.
Ultimately, through their leadership and advocacy, counselors contribute to the
creation of more inclusive, equitable, and supportive communities where individuals of
all backgrounds can thrive. By educating the community about the relationship between
oppression and mental health, counselors pave the way for greater understanding,
empathy, and action towards dismantling systemic barriers and fostering mental well-
being for all.
In their 2009 work "Counselor Advocacy," C. C. Lee and Rodgers expand upon
Kotter's framework for organizational change to offer practical guidance for counselors
aiming to integrate advocacy into their practice. This publication provides a
contemporary example of how counselors can effectively advocate for social justice and
enact meaningful change within their communities.
Lee and Rodgers outline a systematic approach to advocacy, emphasizing the
importance of strategic planning and collaboration in addressing social injustices. They
propose a series of interventions that counselors can employ to promote social change:
Firstly, counselors are encouraged to publicly instill a sense of urgency regarding
identified issues, effectively raising awareness and mobilizing support for action. By
articulating the pressing need for change and framing issues within a broader societal
context, counselors can galvanize stakeholders to take proactive steps towards addressing
systemic inequities.
Secondly, counselors are advised to assist marginalized groups in obtaining
sufficient power to advocate for their rights and interests. This may involve facilitating
coalition-building efforts, providing advocacy training, or connecting clients with
community resources and support networks to amplify their voices and effect change.
Thirdly, counselors are tasked with designing a vision and strategic plan for
change in collaboration with stakeholders. This entails conducting needs assessments,
setting clear goals, and mapping out actionable steps to address systemic barriers and
promote inclusivity and equity within the community.
Once a vision and plan are in place, counselors are urged to disseminate this
vision publicly, utilizing various communication channels to raise awareness and garner
support for their advocacy efforts. This may involve organizing public forums, writing
op-eds, or leveraging social media platforms to amplify their message and mobilize
action.
Furthermore, counselors are encouraged to nurture wide support or action for their
advocacy initiatives by engaging with diverse stakeholders and building alliances across
sectors. By forging partnerships with community leaders, advocacy organizations, and
grassroots activists, counselors can cultivate a broad-based movement for social change.
Lastly, counselors are advised to evaluate the actual change resulting from their
advocacy efforts by systematically assessing outcomes and measuring progress towards
their goals. This involves collecting data, soliciting feedback from stakeholders, and
adjusting advocacy strategies based on empirical evidence and lessons learned.
E. Challenges and Benefits of Social Justice Counseling
Despite the importance of social justice work, several factors may prevent
counselors from engaging in social justice activities. C. C. Lee (2018a) identified three
reasons that may prevent counselor trainees from engaging in social justice counseling:
(a) the high intrapersonal and interpersonal costs for counselors (e.g., burnout, job loss,
harassment); (b) social justice initiatives that may be incongruent with traditional
counseling theories and interventions and traditional ethical standards; and (c) lack of
appropriate training in dealing with oppression issues on behalf of the client.
In addition to the previously mentioned obstacles, counselor trainees face various
challenges in implementing social justice initiatives within their counseling practice.
These challenges are multifaceted, encompassing interpersonal dynamics, professional
practices, logistical constraints, ethical considerations, and emotional factors.
In terms of interpersonal dynamics, trainees encounter resistance from dominant
groups, characterized by closed-mindedness and a lack of support for social justice
efforts. This resistance may manifest as a reluctance to acknowledge privilege,
dismissiveness towards social justice issues, or outright opposition to advocacy
endeavors. The absence of allyship or solidarity from peers, supervisors, or institutional
leaders further exacerbates feelings of isolation and impedes progress in social justice
work.
Within the counseling process itself, trainees grapple with communication
difficulties and discrepancies in awareness of social justice issues between counselors
and clients. Some clients may be resistant to discussions about privilege, power
dynamics, or systemic oppression, necessitating delicate navigation of these topics while
preserving therapeutic rapport and trust. Additionally, differences in cultural, social, or
political backgrounds between counselors and clients can complicate the integration of
social justice principles into counseling sessions.
Logistical challenges also present barriers to the implementation of social justice
initiatives, including administrative constraints and time limitations. Counselor trainees
may struggle to find the necessary resources, support, or time to devote to social justice
advocacy amidst the demands of their academic coursework, clinical placements, and
other professional responsibilities.
Ethical dilemmas add another layer of complexity to social justice work, as
trainees grapple with concerns about the imposition of values and navigating ethical
boundaries. Balancing the ethical imperative to promote social justice with the ethical
principles of autonomy, beneficence, and nonmaleficence requires careful consideration
and discernment on the part of counselor trainees.
Finally, counselor trainees contend with a range of emotional challenges,
including feelings of isolation, helplessness, or burnout. Engaging in social justice work
can evoke intense emotional reactions, particularly when confronted with the systemic
injustices and human suffering inherent in social justice issues. Without adequate support
and self-care practices, trainees may struggle to maintain their emotional well-being and
sustain their commitment to social justice advocacy.
Furthermore, an array of reasons exist as to why counselor trainees may opt not to
engage in social advocacy activities, ranging from personal emotions to systemic barriers
within the counseling profession. These reasons are diverse and underscore the
complexities inherent in advocating for social justice within counseling contexts.
One significant factor contributing to trainees' reluctance to engage in social
advocacy is counselor emotions, particularly feelings of powerlessness or overwhelm in
the face of systemic injustices. The enormity of societal problems, coupled with a sense
of individual inadequacy or futility, can leave trainees feeling disillusioned or
disheartened, leading them to question the efficacy of their advocacy efforts.
Multicultural incompetence represents another barrier to social advocacy among
counselor trainees, stemming from a lack of knowledge, skills, or awareness regarding
the nuances of advocacy work within diverse communities. Trainees may feel ill-
equipped to navigate the complexities of advocating for social justice across cultural,
racial, or socioeconomic lines, leading to feelings of uncertainty or hesitancy.
Additionally, the influence of dominant groups within the counseling profession
can exert a powerful deterrent effect on trainees' willingness to engage in social
advocacy. Fear of conflict, backlash, or rejection from colleagues, supervisors, or
institutional authorities may dissuade trainees from speaking out or taking action on
behalf of marginalized or oppressed populations. The prospect of jeopardizing
professional relationships or career advancement may outweigh the perceived benefits of
advocacy, prompting trainees to prioritize conformity over activism.
Furthermore, systemic barriers within counseling education and training programs
may exacerbate trainees' reluctance to engage in social advocacy. Limited exposure to
social justice principles, lack of mentorship or support from faculty, and institutional
emphasis on individualistic or pathologizing approaches to counseling may reinforce a
culture of apathy or complacency regarding social issues.
In light of these challenges, it is imperative for counselor education programs to
prioritize the development of advocacy competencies and cultivate a culture of social
responsibility and activism among trainees. This entails providing comprehensive
training in multicultural competence, social justice principles, and advocacy skills, as
well as creating opportunities for experiential learning, community engagement, and
mentorship.
By addressing the emotional, cultural, and systemic barriers to social advocacy,
counselor education programs can empower trainees to become effective agents of
change within their communities and advocate for equity, justice, and inclusivity in all
aspects of their professional practice. Through collective action and solidarity, counselors
can harness their unique position of influence to challenge systemic oppression,
dismantle barriers to access and opportunity, and foster positive social change.
Furthermore, counselor trainees may cite various reasons for their reluctance to
engage in social advocacy activities, reflecting a complex interplay of personal,
professional, and systemic factors. Among these reasons, counselor emotions,
multicultural incompetence, and concerns related to dominant groups emerge as salient
barriers that hinder their willingness to advocate for social change and justice.
Firstly, counselor emotions, such as feelings of powerlessness or overwhelm, can
impede trainees' ability to effectively engage in social advocacy. Confronting systemic
injustices and entrenched social inequalities may evoke strong emotional responses,
including anger, frustration, and despair. Trainees may feel ill-equipped to navigate these
complex emotions and may fear being overwhelmed by the magnitude of the issues they
seek to address. As a result, they may withdraw from social advocacy efforts or adopt a
passive stance, perpetuating feelings of helplessness and disempowerment.
Secondly, multicultural incompetence, manifested as a lack of advocacy skills or
cultural humility, can pose significant barriers to trainees' engagement in social advocacy
activities. Advocacy requires a nuanced understanding of social systems, power
dynamics, and cultural contexts, as well as effective communication and collaboration
skills. Trainees who lack the necessary knowledge, skills, or awareness to navigate
diverse cultural landscapes may feel ill-prepared to advocate for social justice or may
inadvertently perpetuate harm through well-intentioned but misguided actions.
Additionally, concerns related to dominant groups, such as fear of conflict and
rejection, can deter trainees from actively participating in social advocacy efforts.
Trainees may hesitate to challenge the status quo or confront privileged individuals or
institutions due to fears of backlash, ostracism, or professional repercussions. Moreover,
trainees from dominant or privileged backgrounds may grapple with feelings of guilt,
shame, or defensiveness when confronted with their own complicity in perpetuating
systemic injustices, further inhibiting their willingness to engage in advocacy.
In summary, counselor trainees may face a myriad of challenges and barriers that
hinder their engagement in social advocacy activities. By addressing these barriers
through comprehensive training, mentorship, and support, counselor education programs
can empower trainees to cultivate the knowledge, skills, and resilience necessary to
effectively advocate for social change and justice. Through intentional efforts to promote
cultural competence, emotional self-awareness, and social consciousness, counselor
trainees can become effective agents of change within their communities and contribute
to the advancement of social justice and equity for all.
In addition to personal challenges, professional counselors may also encounter
obstacles related to the lack of empirical research in the field of social justice counseling.
While scholars have emphasized the significance of integrating multiculturalism and
social justice principles into counseling practice, the dearth of empirical studies in this
area poses a significant challenge for counselors seeking evidence-based strategies and
interventions.
Despite the proliferation of theoretical frameworks and conceptual models
advocating for the integration of social justice principles into counseling, empirical
research examining the effectiveness of these approaches remains limited. As a result,
counselors may struggle to access empirically validated tools, techniques, and
interventions specifically tailored to address issues of oppression, privilege, and social
inequality within the therapeutic context.
Furthermore, the absence of empirical research may hinder counselors' ability to
effectively advocate for the integration of social justice principles into institutional
policies, training programs, and professional standards. Without robust empirical
evidence demonstrating the efficacy and benefits of social justice counseling approaches,
counselors may encounter resistance or skepticism from colleagues, supervisors, and
stakeholders reluctant to embrace change or deviate from traditional counseling
paradigms.
Moreover, the lack of empirical research in social justice counseling may
perpetuate disparities in access to culturally competent and affirming care, particularly
for clients from marginalized or underrepresented backgrounds. Without empirically
validated interventions tailored to address the unique needs and experiences of diverse
populations, counselors may struggle to provide equitable and inclusive services that
promote healing and empowerment.
Despite these challenges, there is growing recognition within the counseling
profession of the importance of advancing empirical research in social justice counseling.
Initiatives aimed at promoting diversity, equity, and inclusion within research
methodologies and funding priorities are beginning to emerge, paving the way for future
studies that explore the impact of social justice counseling interventions on client
outcomes, counselor practices, and systemic change.
In conclusion, while the lack of empirical research poses challenges to engaging
in social justice counseling, there is a growing imperative within the profession to address
this gap and advance evidence-based practices that promote equity, justice, and
inclusivity. By advocating for greater investment in research, collaboration, and
innovation, counselors can contribute to the development of a more robust evidence base
that informs and enhances social justice counseling practice.
Despite the challenges and costs of social justice counseling, it can also be
rewarding. Social justice work can lead to personal satisfaction and growth through
empowering others and learning from that experience (Klar & Kasser, 2009; C. C. Lee,
2018a). Additional perceived benefits of social justice initiatives in counseling include
general benefits for society (e.g., promotion of equal rights), general benefits for clients
(e.g., culturally appropriate counseling for all), an improved counseling process (e.g.,
increasing client self-advocacy), general benefits for the counselor (e.g., increased
awareness of self), and an imparting of knowledge to clients and communities (Hays
et-al., 2008).
Professional counselors play a pivotal role in promoting social justice and
advocating for equity and inclusivity within their practice. However, it is equally
essential for counselors to reflect on their own personal challenges and benefits that arise
from engaging in social justice work. By acknowledging their own biases, privileges, and
limitations, counselors can cultivate greater self-awareness and empathy, thereby
enhancing their capacity to effectively address oppressive acts and support the resilience
of their clients.
Reflection on personal challenges involves examining how counselors' own
identities, experiences, and beliefs may influence their perceptions, interactions, and
interventions with clients. For example, counselors may grapple with feelings of
discomfort, guilt, or defensiveness when confronting issues of privilege, power, and
oppression. Moreover, counselors may face internalized biases or unconscious prejudices
that impact their ability to provide culturally responsive and affirming care to clients
from marginalized or underrepresented backgrounds.
Simultaneously, counselors may also experience personal benefits from engaging
in social justice work, such as a heightened sense of purpose, fulfillment, and
empowerment. By aligning their professional values with their commitment to social
justice, counselors may find renewed motivation and passion for their work, energized by
the opportunity to effect positive change and advocate for those whose voices have been
marginalized or silenced.
Furthermore, by identifying their own personal challenges and benefits,
counselors can locate activities and strategies to effectively address oppressive acts and
promote resilience in clients' lives. This may involve engaging in ongoing education and
training to deepen their understanding of social justice issues and develop culturally
competent practices. Additionally, counselors may seek out opportunities for self-
reflection, supervision, and consultation to process their own emotional reactions and
challenges related to social justice work.
Moreover, counselors can actively collaborate with clients to explore and address
the impact of systemic oppression and discrimination on their mental health and well-
being. By fostering a supportive and empowering therapeutic relationship, counselors can
help clients cultivate resilience, coping strategies, and strengths that enable them to
navigate and resist oppressive forces in their lives.
F. Social Justice Counseling
Over the last few decades, the counseling profession has attended to social justice
principles by applying them more intentionally to practice and training (CACREP,-2016;
Ratts et-al., 2016). By extending multicultural counseling concepts (Ratts et-al., 2016)
and actively working to dismantle systems of oppression, the profession has moved
closer to our core professional values of “honoring diversity and embracing a
multicultural approach in support of the worth, dignity, potential, and uniqueness of
people within their social and cultural contexts” (ACA, 2014, p.-3). Researchers have
generated conceptual and empirical scholarship that informs professional counseling
practice and counselor preparation in meaningful ways. Some scholars have focused on
ways to embody justice-oriented and culturally responsive competencies in counselor
education. For instance, Hays (2020) identified means for engaging in innovative
research practices by applying principles rooted in Indigenous research methods and
community-based participatory research. The work of O’Hara et- al. (2016, 2021) offers
specific recommendations for engaging in scholarship that is rooted in social justice and
multicultural practices. In 2019, the American Counseling Association adopted the
Disability-Related Counseling Competencies, which illuminate understanding,
accommodations, advocacy, the counseling relationship, and assessment across various
professional counseling settings (Chapin et- al., 2018). Additionally, Dollarhide et- al.
(2021) developed a new social justice model for counseling supervision with a focus on
teaching actionable skills and on social justice outcomes as indicators of success.
Other scholars have explored means to understand and enact cultural
responsiveness and social justice across specific populations of clients, counselors, and
students. For example, Day-Vines et-al. (2018) generated case examples and empirical
support across a continuum of possible broaching behaviors. They also provided concrete
examples for training counselors on how to broach. McDonald et-al. (2019, 2020)
highlighted the importance of addressing the unique concerns of multiracial individuals
and coined the term “mislabeling” to describe the phenomenon when individuals describe
another person’s race as different than how that individual self-identifies. By applying an
intersectionality framework, Chan et-al. (2018) offered a critical examination of privilege
and oppression in counselor education as well as recommendations to promote social
justice. Similarly, Haskins and Singh (2015) applied critical race theory to pedagogical
principles to deconstruct counselor preparation and promote equitable training. O’Hara
and Cook (2018) illuminated the harm that doctoral-level counseling students
experienced with social class microaggressions in higher education. Relatedly, Cook and
O’Hara (2020) presented a data-driven model demonstrating that the function of social
class microaggressions is to perpetuate the status quo of oppressive systems. Clark et- al.
(2020) developed best practices for working with individuals experiencing poverty. Ivers
et-al. (2021) found a relationship where mental health practitioners who engaged in
mindfulness practices and observation tended to exhibit less implicit bias connecting
White individuals with “good.”
There are also additional burgeoning areas of focus that should continue to trend
in the years ahead. One area is that of understanding and supporting marginalized
students in counselor education. For example, Bayne and Branco (2018) investigated the
experiences of counselors of color who engage in broaching behaviors. By applying a
critical and social justice lens to this examination, the authors acknowledge that not all
experiences of broaching can be generalized across counselors. Branco and Bayne (2018)
studied counselors of color experiences of microaggressions in counseling. Both works
centered on the voices of people with marginalized identities, which is a central feature of
social justice work. Additionally, the work of Helms (2017) continues to interrogate
Whiteness and race privilege with the aim of deconstructing Whiteness. Helms
underscores that more White scholars need to apply racial identity development theories
to provide a critical analysis of their own work and potential shortcomings (Helms,
2017). Enacting social justice in counseling requires that counselors actively reject the
status quo in order to move toward equity and justice.
If counselors are going to be agents of change for the prevention of emotional
disorders in society, then they must jettison the notion of neutrality in counseling and
begin to intervene for change on all levels. Social justice counseling focuses on the fact
that both social and economic forces are powerful influences on how people and our
society develop. The differences in power that we see in the world are a result of
oppression that exists across multiple groups and different levels of society. Oppression,
in turn, gives some groups privilege over others, resulting in an inverse relationship
between oppression and privilege for a person or group. A- person’s awareness of
privilege and oppression is a complex cyclical process that develops not only in response
to external factors but also in response to one’s perception and internalization of external
factors. The visibility or invisibility of various external factors also influences the
processes of internalization and awareness.
One key goal of social justice counseling is the empowerment of clients on all
levels (e.g., individual, community). Empowerment is the process by which people or
organizations that are oppressed become aware of the power differential in their life and
then learn and exercise the skills necessary to control their lives without being oppressed
and without oppressing other groups. The relationship between oppression and the mental
health of marginalized groups was identified through the U.S. Department of Health and
Human Services (2001) report on mental health. The report linked discrimination and
oppression experienced by marginalized groups to a greater risk of emotional disturbance
and illness. The report helped the counseling profession’s viewpoint of multiculturalism
evolve from just promoting cultural sensitivity and understanding to exploring how
oppression creates poor conditions for certain groups. Counselors must actively promote
change in power dynamics, in addition to promoting multicultural awareness, tolerance,
and understanding.
Counselors should be aware of the social justice advocacy competencies for
counseling professionals that span multiple levels of advocacy across six domains. These
advocacy competencies require social action by the counselor on behalf of the client, in
addition to personal counselor participation in social action. A three-tiered model of
advocacy was created for counselors to view social justice issues on two fronts—client
advocacy and professional advocacy—and across three tiers: self-awareness, client
services, and community collaboration. Self-aware counselors should be able to identify
and discuss the privileged and oppressed groups they belong to, as well as have a sense of
professional pride and identity. Client services involve the process of empowering
oppressed clients and providing privileged clients an ability to become more self-aware.
Community collaboration involves counselors engaging at the institutional and societal
levels for change that would affect oppressed clients.
