Module 8
Counseling and Social Justice
a. Introduction
When the community mental health movement came into existence, it took the
family systems perspective a step further to include the entire community as the focus
of treatment. By looking at the whole community, it is possible to discover strengths
within the community and to develop ways to bring these strengths to work for the
community and the individual. Feminist therapy likewise addresses the need to
consider the social, cultural, historical, political, and economic context that
contributes to a person’s problems in order to understand and help that person.
Working with people in individual, couples, family, and group therapy are some key
ways for professionals to promote mental and emotional health. Working in the
community requires an expansive focus that embraces the total milieu of people’s
lives and fosters real and lasting community change.
To be effective and practice ethically, we must be aware of the broader context
of human problems no matter what setting we choose for our work. In much the same
way family therapists think beyond the child to the needs and strengths of the whole
family, we must think beyond the needs of the individual to the needs and strengths of
the community at large. As we lean into our discomfort to examine systemic issues in
the larger context of the community, we will face tough choices regarding changes in
our profession and our role. Chung and Bemak (2012) view courage in dealing with
fear as a cornerstone of doing multicultural social justice work and point out that
“social change and improvements in human rights have never taken place without
individuals taking risks”.
For social transformation to occur, Waller (2013) feels he must be willing to
get out of the office and get involved with the community: “My social justice action
tends to focus on changing policies within a system that impact the community rather
than just an individual” (p. 93). Bemak and Conyne (2018) discuss the issue of
transforming roles in their book Journeys to Professional Excellence: Stories of
Courage, Innovation, and Risk-taking. The authors document the importance and
challenges of incorporating innovation, risk-taking, and courage in the lives of well-
known mental health professionals.
The foundation of all ethical practice is promoting the welfare of clients.
Overlooking the abilities, strengths, and resources within the community does a great
disservice to the individuals we serve. If we hope to bring about significant changes
for individuals and communities, Homan (2016) believes we need to change the
conditions that affect people rather than change the people affected by these
conditions. Many homeless veterans of war struggle to function in society due to
immobilizing PTSD symptoms, substance abuse, and low social support. Not only
have they experienced trauma related to combat during their military service, but they
continue to experienced traumatic events outside of the military.
What community-level interventions could help veterans and spouses and
children of returning veterans feel supported and accepted in their communities? What
community changes are needed to help those who are struggling to thrive? How might
community members benefit from these interventions even though they are not the
primary focus of the interventions? The ethical issues we discuss in this are faced by
many workers in community agency settings. We use the term community agency
broadly to include any institution—public or private, nonprofit or for-profit—
designed to provide a wide range of social and psychological services to the
community. Likewise, when we speak of a community worker, we refer to a diverse
pool of human-service workers whose primary duties include serving individuals
within the community in a variety of community groups.
Community workers encompass a diverse and multifaceted group of
professionals and volunteers who dedicate themselves to enhancing the well-being
and development of communities. This broad category includes social workers, who
provide essential services such as case management, advocacy, and support for
individuals and families facing various challenges. Community organizers and
developers work at the grassroots level to mobilize residents, build networks, and
implement programs that address local issues and promote sustainable development.
Clinical mental health counselors offer therapeutic services to help individuals cope
with mental health issues, navigate life transitions, and improve their overall
psychological well-being.
Psychologists play a critical role in community settings, conducting
assessments, providing therapy, and contributing to research that informs evidence-
based practices. Psychiatrists, as medical doctors specializing in mental health, are
crucial in diagnosing mental illnesses, prescribing medications, and offering
comprehensive treatment plans that integrate medical and therapeutic approaches.
Nurses, particularly those with a focus on community health, engage in preventative
care, health education, and direct medical services to ensure the physical health of
community members.
Counselors, who might specialize in areas such as substance abuse, school
counseling, or career guidance, provide targeted support to individuals facing specific
challenges. Couples and family therapists address relational dynamics, working with
partners and family units to resolve conflicts, improve communication, and foster
healthy relationships. Artists contribute to community well-being through creative
expressions that can heal, inspire, and bring people together, often addressing social
issues and fostering a sense of cultural identity and cohesion.
Activists are vital community workers who advocate for social change,
addressing systemic issues such as inequality, injustice, and environmental
sustainability. Clergy persons offer spiritual guidance and support, helping individuals
and communities navigate ethical dilemmas, life crises, and the quest for meaning.
Human-service workers, who may have varying degrees of education and training,
provide a wide range of services, from emergency assistance to long-term support
programs, catering to the diverse needs of the community.
Residents involved in the community, whether through formal roles or
volunteer efforts, are indispensable in creating a sense of ownership and
empowerment within their neighborhoods. Their firsthand knowledge of local issues
and their commitment to collective well-being make them crucial partners in any
community development initiative. Together, these community workers, with their
diverse skills and perspectives, collaborate to address the multifaceted needs of the
population, striving to create environments where all individuals can thrive.
In addition to their specific roles, community workers often engage in
interdisciplinary collaboration, recognizing that complex social issues require holistic
and integrated approaches. For instance, a community health initiative might involve
social workers, nurses, and counselors working together to address the physical,
mental, and social determinants of health. Similarly, community development projects
might see organizers, activists, and residents partnering to design and implement
strategies that promote economic growth, environmental sustainability, and social
justice.
The education and training of community workers vary widely, reflecting the
diverse paths one can take to enter this field. Social workers typically hold degrees in
social work and are licensed to practice, while community organizers might come
from backgrounds in sociology, political science, or community studies. Clinical
mental health counselors, psychologists, and psychiatrists require advanced degrees
and professional licenses, ensuring they possess the specialized knowledge and skills
needed to provide effective mental health care.
Nurses often hold degrees in nursing and are licensed to practice, with some
specializing in community health through additional training and certification.
Counselors might have degrees in counseling, psychology, or related fields, with
specialized training in their area of focus. Couples and family therapists usually hold
advanced degrees in marriage and family therapy and are trained to address complex
relational issues. Artists, activists, and clergy persons often bring unique perspectives
and skills acquired through formal education, personal experience, and community
engagement.
Human-service workers, with their varied educational backgrounds, might
possess degrees in human services, social work, psychology, or other related fields,
and bring a practical, hands-on approach to community care. Residents involved in
community work may not always have formal training, but their lived experience and
dedication are invaluable assets in understanding and addressing local needs.
Overall, community workers represent a dynamic and essential force in
fostering healthy, resilient, and vibrant communities. Their collective efforts,
grounded in a deep commitment to service and social justice, make a profound
difference in the lives of individuals and the broader community. By recognizing and
valuing the contributions of each type of community worker, we can better support
and empower these dedicated professionals and volunteers in their vital roles.
b. Why a Community Perspective Is a Concern for Counselors
Chung and Bemak (2012) suggest that by adhering to traditional roles,
practitioners are maintaining and reinforcing the status quo, which results in passively
supporting the social injustices, inequalities, and discriminatory treatment of certain
groups of people. Chung and Bemak contend that advocacy is an ethical and moral
obligation for an effective mental health professional. The community approach is
relevant to all communities, but it is particularly relevant to underserved communities.
By addressing the root causes of problems within the community, we have the
potential to enact profound and lasting change that can improve the lives of countless
individuals—not just the one person sitting in our office or clinic. This holistic and
preventative approach recognizes that many of the challenges individuals face are
deeply interconnected with broader social, economic, and environmental issues. By
tackling these underlying factors, we can create a ripple effect of positive outcomes
that extend far beyond the immediate client. The following story illustrates how
addressing community-level issues can lead to widespread transformation.
Consider the story of a community struggling with high rates of
unemployment, substance abuse, and mental health issues. Initially, a local clinic
focused solely on treating individuals who walked through its doors, providing
necessary mental health services and addiction counseling. While these efforts were
crucial and beneficial to those directly receiving care, the broader community
continued to suffer from the same pervasive issues, and new clients facing similar
problems consistently sought help.
Recognizing the limitations of this individual-focused approach, the clinic's
staff decided to shift their strategy. They began by conducting a comprehensive needs
assessment to understand the underlying causes of the community's struggles.
Through surveys, interviews, and collaboration with local organizations, they
identified key factors contributing to the problems: lack of job opportunities, limited
access to education and vocational training, inadequate housing, and insufficient
mental health resources.
The impact of these efforts was profound and far-reaching. Employment rates
increased, leading to greater financial stability for many families. With improved job
prospects and higher incomes, residents experienced less stress and were better able to
support their families. The education and training programs equipped individuals with
valuable skills, fostering a sense of empowerment and hope for the future.
Housing improvements reduced the prevalence of homelessness and housing-
related stress, creating a more stable and safe living environment. The enhanced
healthcare access ensured that more individuals received timely and effective mental
health and addiction treatment, improving overall community well-being. As a result,
the community saw a decrease in substance abuse, mental health crises, and related
issues such as crime and domestic violence.
Moreover, the collaborative approach strengthened community bonds.
Residents felt a renewed sense of pride and ownership in their community, knowing
that their collective efforts were making a difference. The success of the initiative
inspired further collaboration and innovation, creating a positive feedback loop of
continuous improvement and resilience.
In summary, this story demonstrates how addressing the root causes of
problems within a community can lead to transformative change. By shifting the
focus from solely treating individual symptoms to tackling the underlying issues, we
can create healthier, more resilient communities. This holistic approach not only
improves the lives of individuals but also fosters a supportive and thriving
environment where everyone has the opportunity to succeed.
If we narrowly define what it means to be a counselor, we limit ourselves and
the assistance we can provide to our clients. Advocating for systemic changes can
bring about positive changes in the lives of our clients. A colleague, who is a social
justice advocate and counseling practitioner, often observed overt and or covert racist
practices in the elementary school system. She had noticed that the same few African
American boys were consistently being sent to the principal’s office for disciplinary
reasons. She found this troubling and brought it to the attention of the school
psychologist. She used her knowledge as a clinician, along with being a member of
the school community, to engage in a dialogue that led to systemic change, increased
awareness, and more effective interventions.
This is an illustration of how we can use our professional knowledge and skills
to advocate for changes that help others in our community. As professionals in fields
such as social work, healthcare, education, and community development, we possess a
wealth of expertise and insights that can be leveraged to address systemic issues and
foster positive change. Our roles often place us in a unique position to observe and
understand the complex interplay of factors affecting individuals and communities,
enabling us to identify effective strategies for intervention and advocacy.
By drawing on our professional knowledge, we can engage in advocacy efforts
that go beyond individual client interactions to address broader social determinants of
health and well-being. For example, social workers can use their understanding of
social policies and community resources to advocate for legislation that supports
vulnerable populations. This might include pushing for expanded access to affordable
housing, improved healthcare services, and enhanced educational opportunities. By
working with policymakers, community leaders, and advocacy groups, social workers
can help shape policies that promote equity and social justice.
Healthcare professionals, including nurses, doctors, and mental health
counselors, can advocate for changes within the healthcare system to ensure that all
community members have access to high-quality, affordable care. This might involve
advocating for expanded mental health services, substance abuse treatment programs,
and preventative care initiatives. Healthcare professionals can also educate the public
and policymakers about the importance of addressing social determinants of health,
such as income inequality, education, and environmental factors, which have a
profound impact on overall health outcomes.
Educators and school counselors can use their expertise to advocate for
policies and programs that support student well-being and academic success. This
might include advocating for smaller class sizes, increased funding for school
counseling and mental health services, and programs that address food insecurity and
other barriers to learning. By working with school administrators, parents, and
community organizations, educators can help create a supportive and inclusive
educational environment that meets the needs of all students.
Community organizers and developers play a crucial role in advocating for
systemic change by mobilizing residents and building coalitions to address local
issues. They can use their skills in community engagement, project management, and
strategic planning to advocate for community-driven development projects, such as
affordable housing, public transportation, and green spaces. By empowering residents
to participate in decision-making processes and advocating for policies that reflect the
community's needs and priorities, community organizers can help build more resilient
and sustainable communities.
In addition to these specific roles, all professionals can engage in advocacy by
raising awareness about critical issues and contributing to public discourse. This
might involve writing articles or opinion pieces for local media, participating in
public forums and town hall meetings, and using social media to amplify important
messages. By sharing their expertise and perspectives, professionals can help shape
public opinion and influence policy decisions that benefit the community.
Furthermore, interdisciplinary collaboration is a powerful tool for advocacy.
By working together, professionals from different fields can combine their knowledge
and skills to address complex issues more effectively. For example, a collaborative
effort between social workers, healthcare providers, educators, and community
organizers might focus on addressing the opioid crisis in a community. Each
professional brings a unique perspective and set of skills to the table, allowing for a
comprehensive and coordinated approach that addresses prevention, treatment, and
recovery.
Training and professional development also play a critical role in equipping
professionals with the skills needed for effective advocacy. Continuing education
opportunities, workshops, and conferences can provide valuable insights into best
practices, emerging trends, and innovative strategies for advocacy. By staying
informed and engaged in ongoing learning, professionals can enhance their ability to
advocate for meaningful change in their communities.
Lastly, personal commitment and passion are essential components of
successful advocacy. Professionals who are deeply committed to social justice and
community well-being are more likely to persevere in their advocacy efforts, even in
the face of challenges and setbacks. This dedication can inspire others to join the
cause and create a ripple effect of positive change.
In summary, using our professional knowledge and skills to advocate for
changes that help others in our community is a powerful and impactful way to
contribute to the greater good. By addressing systemic issues, engaging in
interdisciplinary collaboration, and leveraging our expertise, we can drive meaningful
change that improves the lives of individuals and strengthens our communities.
Whether through policy advocacy, public awareness campaigns, or grassroots
organizing, our collective efforts can make a significant difference in creating a more
just, equitable, and thriving society.
c. Ethical Practice in Community Work
One of the primary objectives of community practice is constituency
selfdetermination. Community organizers must first determine the primary recipient
of their interventions. Is the client an individual, a group of people, or society in
general? Practitioners need to acquire adequate skills to deal effectively with the
ethical challenges unique to community work. For instance, suppose a program is
established to nurture the abilities of bright students from disadvantaged backgrounds
and to assist them in getting into top colleges. On the surface this seems
straightforward, but a number of assumptions underlie the stated goal. Donors are
placing a high value on attendance at a top-ranked school and discounting as trivial
any inconvenience travel to a distant city may cause these students and their families.
Students and their families may place a high value on keeping the family intact and so
would prefer the student attend the nearby college and continue to live at home. The
community worker might be concerned that the best interests of certain students
would not be optimally served by encouraging them to leave home to attend a college
far away from their families. Although some students might adapt well, others might
not for any number of reasons. This could result in them dropping out of school and
returning home.
"On the other hand, the worker might also be concerned that the donors would
stop funding the program if students forfeited the opportunity to study at a top-ranked
university. This concern stems from a variety of factors that intertwine within the
complex ecosystem of educational philanthropy.
Firstly, donors often contribute to educational programs with specific goals in
mind, which could include boosting the prestige and reputation of a particular
institution. A top-ranked university carries with it a certain cachet and allure that can
attract more donations and support from alumni, corporations, and other benefactors.
If students opt out of attending such institutions, there's a fear that this could diminish
the perceived value of the program in the eyes of these donors, leading to a decrease
in financial support.
Moreover, the relationship between donors and educational institutions is
often symbiotic, with donors expecting a certain return on their investment. This
return can take various forms, from tangible benefits like improved facilities and
resources to intangible ones such as enhanced visibility and prestige. If students
choose alternative paths over attending prestigious universities, it might be perceived
as a deviation from the intended use of the donations, potentially causing donors to
reevaluate their support.
Additionally, the competitive landscape of higher education plays a significant
role in shaping donor behavior. In an era where universities vie for top rankings and
global recognition, the decision of students to forego attending top-ranked institutions
could be interpreted as a setback in this ongoing quest for excellence. Donors, who
are often deeply invested in the success and standing of the institutions they support,
may view such decisions as detrimental to the overall competitiveness and standing of
the university, leading them to reconsider their financial contributions.
Furthermore, there's a broader societal context to consider, wherein the
perceived value of education is often tied to the prestige of the institutions attended.
For many donors, supporting programs that funnel students into top-ranked
universities serves not only as a means of fostering individual success but also as a
way to bolster the reputation and influence of the educational institution itself. If
students opt for alternative paths, it could challenge prevailing notions about the
correlation between institutional prestige and academic achievement, potentially
unsettling to some donors who place a premium on traditional markers of success.
In summary, the concern about donors withdrawing funding due to students
opting out of attending top-ranked universities is multifaceted and rooted in various
intersecting dynamics of educational philanthropy, institutional reputation, donor
expectations, and societal perceptions of educational value. Addressing this concern
requires a nuanced understanding of these factors and careful navigation to ensure that
the goals and priorities of both the donors and the educational program are aligned."
One of our students talked about his work as a high school football coach and
how his own multicultural training helped him to identify changes that needed to be
made in the language coaches and team players used. After learning about
heterosexism firsthand from his college classmates, this student used his position as
coach to model less sexist and homophobic language in the locker rooms. His goal
was to create an environment in which a team member who might be gay would not
be subject to constant verbal assaults and daily microaggressions. This seemingly
small change opened the door to other important conversations among his players.
What began with a change in language later was integrated into cultural sensitivity
training with the staff and athletic team at the school.
d. The Community Mental Health Orientation
The community orientation is based on the premise that the community itself
is the most appropriate focus of attention, rather than the individual, and the
community also is the most potent resource for solutions. Even when counseling
individuals, consider how these individuals have been influenced by the community,
how they might draw on community resources to help meet their goals, and ways that
the community is presently influencing them. Homan (2016) reminds us: “Just like an
individual or a family, a community has resources and limitations. Communities have
established coping mechanisms to deal with problems.
To promote change in a community, the community must believe in its own
ability to change and must take responsibility for its actions or inactions”. The need
for diverse and readily accessible treatment programs has been a key factor in the
development of the community mental health orientation. Environmental factors
cause or contribute to the problems of many groups in society, and a process that
considers both the individual and the environment is likely to benefit everybody. The
focus of community work is on preventing rather than remediating problems.
Human development activities include both focused strategies (such as
outreach activities) and broad-based strategies (such as developmental and preventive
programs aimed at educating members of the community). Community development
activities also include both focused strategies (such as advocating for clients and
preparing clients to be their own advocates) and broad-based interventions (such as
counselors acting as change agents in systems through social and political advocacy).
Another way of conceptualizing the community counseling model is through the
various forms of services provided to clients: direct client services, indirect client
services, direct community services, and indirect community services.
These service providers focus on outreach activities to a population that might
be at risk for developing mental health problems. Community counselors provide help
to clients either facing crises or dealing with ongoing stressors that overwhelm them.
By reaching out to schools and communities that are receptive to help, community
workers can offer a variety of personal, career, family, and counseling services to at-
risk groups. This population also would include referrals from the courts, churches,
mosques, synagogues, probation departments, VA centers, and drug and alcohol
treatment centers. Direct client service providers empower clients with skills,
knowledge, and understanding that will help them cope with external stressors.
Client advocacy and consultation are at the heart of these services, and
community workers create partnerships by working with groups in a collaborative
way rather than merely providing services for these groups. Counselors identify
factors that negatively affect their clients and take action, often in collaboration with
others, to bring about needed changes (Lewis et al., 2011). If a community worker is
advocating on behalf of clients with physical disabilities who are constantly
overlooked for jobs they are capable of performing, the community worker might
organize a campaign to educate employers and raise their awareness about people
with physical disabilities. If the client community conducts the research, prepares the
materials to be distributed, participates in presentations, and evaluates the success of
the campaign, their abilities and strengths will be showcased to employers. In
addition, the client population will be empowered by participating in their own
advocacy.
Community counselors serve their communities by offering preventive
education programs geared to the population at large. Examples of these programs
include life planning workshops, value clarification seminars, interpersonal skills
training, and teaching parents about their legal rights and responsibilities. Because the
emphasis is on prevention, these programs help people develop a wider range of
competencies. The focus of preventive programs is on teaching effective living and
problem-solving competencies.
Community workers strive to change the social environment to reduce the
mental and physical health problems of the population as a whole by influencing
public policy. The focus is on promoting systemic change by working closely with
those in the community who develop public policy. For example, a community worker
might focus on helping to shape policies at the local, state, or national level that
support people with disabilities in finding satisfactory employment and that safeguard
their rights in the workplace. Another community agent might work closely with
stakeholders to develop effective community interventions and new public policies to
assist people suffering with an opiate addiction in getting the treatment they need to
recover. Community work is not easy; there are institutional obstacles to getting
meaningful work done. Bemak (2013) comments that “being effective in community
work requires a rigorous focus on the goals of the work and a profound understanding
that the process of achieving these goals may be fraught with challenges and
complications”
"He believes that a main challenge for counselors is to take action and do what
is necessary to meet their goals by drawing on their passion and commitment to make
the world a better place. This sentiment underscores the profound responsibility that
counselors carry in their roles as facilitators of positive change and advocates for the
well-being of individuals and communities.
At the heart of this challenge lies the intricate balance between personal
conviction and professional duty. Counselors are not merely service providers; they
are agents of transformation who must navigate the complexities of human
experiences with empathy, insight, and unwavering dedication. Their goals extend far
beyond the confines of conventional job descriptions, encompassing the lofty
aspiration of fostering holistic growth and healing for those they serve.
Drawing on their passion entails more than just a fleeting enthusiasm; it
requires a deep-seated commitment to the values and principles that underpin their
practice. Whether driven by a sense of social justice, a desire to alleviate suffering, or
a belief in the inherent worth and potential of every individual, counselors must
continuously cultivate and nurture their inner fire to sustain them through the
inevitable challenges and obstacles they encounter along their professional journey.
Moreover, the pursuit of goals in the field of counseling is inherently
relational, predicated on the establishment of authentic connections and meaningful
interactions with clients. This relational aspect underscores the importance of
empathy, active listening, and cultural competence as essential tools for effective
practice. Counselors must be attuned not only to the needs and aspirations of their
clients but also to the broader social, cultural, and systemic factors that shape their
experiences and identities.
In striving to make the world a better place, counselors are confronted with a
myriad of systemic issues and structural barriers that perpetuate inequality and
injustice. From limited access to mental health services in underserved communities
to the stigmatization of certain identities and experiences, the landscape in which
counselors operate is fraught with challenges that demand both individual and
collective action. Thus, the pursuit of goals in counseling necessitates a proactive
engagement with issues of social change, advocacy, and empowerment, as counselors
leverage their unique positionality to amplify the voices of marginalized groups and
challenge oppressive systems.
Furthermore, the evolving nature of the counseling profession requires
counselors to continuously adapt and innovate in response to emerging needs and
trends. Whether integrating new therapeutic modalities, leveraging technology to
enhance service delivery, or advocating for policy changes at local and national levels,
counselors must remain agile and proactive in their approach to achieving their goals.
In essence, the challenge for counselors to take action and fulfill their goals is
a multifaceted endeavor that encompasses personal passion, professional
commitment, relational skills, social responsibility, and adaptability. By harnessing
their inner drive and drawing on the rich tapestry of knowledge, skills, and
experiences at their disposal, counselors have the potential to effect meaningful
change and contribute to the ongoing quest to create a more just, equitable, and
compassionate world."
e. Social Justice Perspective
Broadly constructed, “social justice involves access and equity to ensure full
participation in the life of a society, particularly for those who have been
systematically excluded on the basis of race/ethnicity, gender, age, physical or mental
disability, education, sexual orientation, socioeconomic status, or other characteristics
of background or group membership” (Lee, 2013a, p. 16). Counseling from a social
justice perspective involves addressing the realities of oppression, privilege, and
social inequities. Social justice and advocacy have become areas of major concern for
all counselors, and indeed, social justice is referred to as a fifth force that entails a
paradigm shift beyond the individual. The fifth force represents a proactive concern
with advocacy and social change and focuses on changing systems and policies on
multiple levels (Chung & Bemak, 2012).
“Social justice counseling with marginalized groups in our society is most
enhanced (a) when mental health professionals can understand how individual and
systemic worldviews shape clinical practice and (b) when they are equipped with
organizational and system knowledge, expertise, and skills”. From this perspective,
the helping professional’s role includes advocate, consultant, psychoeducator, change
agent, and community worker.
Counselors with a community orientation are committed to making society a
better place by challenging systemic inequities. Although not all counselors will have
the time or energy to effect major institutional change, all have the capability of
working toward some kind of social change. For example, counselors might strive for
social change by challenging colleagues who have made erroneous assumptions
regarding marginalized client populations. Hogan (2013) believes we need to
recognize that our own cultural framework is the starting point for how we engage the
world. Understanding ourselves as cultural beings powerfully influences our
perceptions, as well as the methods we use in our professional work.
Ethical dilemmas may arise when the cultural values of the community are not
congruent with the values of the community worker. Practitioners need to think about
the cultural values of the community where they work and the degree to which their
intervention strategies are likely to advance the mental health of clients in the
community. What is the practitioner to do when there is a conflict between a
community agency’s program and the personal values of the practitioner? Reflect on
the following case of a social worker who is seeking advice.
Advocacy can help create a better world that goes beyond an individual client.
The goal of counseling from a social justice perspective is to promote the
empowerment of people who are marginalized and oppressed in our society (Herlihy
& Watson, 2007). Stone and Dahir (2016) claim that “the basic principles of advocacy
are helping socially devalued groups gain the tools, confidence, political clout, and
skills needed to move away from oppression”. Chung and Bemak (2012) state that
“being an advocate requires the core counseling skills and multicultural competencies,
along with energy, commitment, motivation, passion, persistence, tenacity, flexibility,
patience, assertiveness, organization, resourcefulness, creativity, a multisystems and
multidisciplinary perspective, and the ability to deal with conflict and negotiate and
access systems”
Counselors must be willing to work outside of traditional school and agency
settings to lower societal barriers that impede optimum human functioning (Steele,
2008; Stone & Dahir, 2016). Some of these societal barriers include limited access to
health care and a quality education, poverty, segregation, racism, sexism, and
discrimination, all of which are conditions that contribute to oppressive societal
practices and create barriers to participating fully in society. Tensions in American
society related to social injustice have increased in recent years. Although some
progress has been made, society remains polarized. Stories about police brutality
directed toward Black males, mass shootings and acts of terrorism both on American
soil and abroad, xenophobia, and intolerance toward the LGBTQ community,
religious minorities, and other vulnerable populations abound.
Global issues such as terrorism, war, radicalization, political dissension, and
economic instability may have an impact on our lives and on the lives of our clients in
ways that we cannot yet imagine. Through the ubiquitous presence of technology and
social media in our lives today, we can access news anywhere in the world as it is
occurring, which certainly makes the world seem smaller. Some may find the sheer
amount of information available to be overwhelming and stressful. In this age of
globalization, counselors and other helping professionals need to be prepared to deal
with demands that previously may have seemed to be beyond the scope of their
training. For instance, a counselor working with refugees who escaped unthinkable
conditions in war-torn countries may be dealing with the trauma of experiencing or
witnessing atrocities in the client’s country of origin as well as the trauma of leaving
one’s home and loved ones behind; finding appropriate housing and employment;
learning a new language and navigating a new culture; and dealing with xenophobic
attitudes from others in the community.
Working on issues such as self-actualization, while undoubtedly important for
personal growth and fulfillment, must, by necessity, sometimes take a backseat to
these higher priorities. This assertion reflects the intricate interplay between
individual needs and broader societal imperatives, highlighting the complex balancing
act that individuals often find themselves engaged in as they navigate the competing
demands of self-discovery, personal development, and collective well-being.
At its core, the pursuit of self-actualization embodies the quest for realizing
one's full potential and achieving a deep sense of fulfillment and purpose in life. This
journey often involves introspection, exploration of values and passions, and the
cultivation of meaningful connections and experiences. However, in a world marked
by pressing challenges and urgent needs, individuals may find themselves grappling
with the tension between attending to their own growth and contributing to the greater
good.
One reason why self-actualization may need to take a backseat to higher
priorities is the existence of systemic injustices and structural inequalities that
perpetuate suffering and marginalization for vast segments of the population. In the
face of issues such as poverty, discrimination, environmental degradation, and
political unrest, individuals may feel compelled to direct their time, energy, and
resources towards advocacy, activism, and community service, rather than focusing
solely on personal fulfillment.
Moreover, the concept of self-actualization is inherently intertwined with
notions of privilege and access. For many individuals, the pursuit of self-actualization
may be contingent upon having certain basic needs met, such as food, shelter,
healthcare, and safety. In contexts where these fundamental needs are unmet or under
threat, individuals may prioritize survival and basic well-being over higher-order
goals of self-realization and personal growth.
Additionally, the pursuit of self-actualization is not a solitary endeavor but is
deeply influenced by social and cultural factors. In societies where collectivism is
valued over individualism, there may be greater emphasis placed on communal
harmony, cooperation, and solidarity, which could entail sacrificing personal
ambitions for the collective good. Similarly, in cultures where duty and obligation to
family, community, or nation are paramount, individuals may feel a sense of duty to
prioritize the needs of others over their own desires for self-fulfillment.
Furthermore, the fast-paced and interconnected nature of modern life presents
individuals with a constant barrage of demands and distractions that can detract from
efforts towards self-actualization. From the pressures of work and education to the
influence of mass media and consumer culture, individuals often find themselves
pulled in multiple directions, making it challenging to carve out time and space for
introspection, reflection, and personal growth.
However, it's essential to recognize that the dichotomy between self-
actualization and higher priorities is not necessarily absolute or immutable. In fact,
many individuals find that attending to their own growth and well-being can enhance
their capacity to contribute meaningfully to the world around them. Practices such as
mindfulness, self-care, and personal development can serve as sources of resilience
and empowerment, enabling individuals to navigate challenges more effectively and
engage in collective efforts towards positive change with renewed vigor and clarity.
Ultimately, the relationship between self-actualization and higher priorities is
complex and context-dependent, shaped by a myriad of individual, social, cultural,
and environmental factors. While there may be times when self-actualization must
take a backseat to urgent needs and collective concerns, it's important to recognize the
intrinsic value of personal growth and fulfillment as essential dimensions of human
flourishing. By fostering a holistic understanding of well-being that integrates both
individual and collective dimensions, individuals can strive towards a more balanced
and harmonious existence, where the pursuit of self-actualization is not seen as
separate from, but rather inextricably linked to, the pursuit of a more just, equitable,
and compassionate world.
Refugees and other clients who have been oppressed may need assistance with
a variety of tasks, and it is imperative that the counselor and the client establish goals
in a collaborative manner. Community-oriented counselors must adopt a flexible
approach and be willing to assist clients in finding resources that will help them make
a positive adjustment. During my (Cindy’s) work with Sudanese refugees, it was not
uncommon for me to conduct home visits. Although I provided mental health
services, my clients often needed basic information such as how to get a driver’s
license, apply for college classes, find jobs, use kitchen appliances, and sort through
mail that was important versus “junk.” Although this may not seem like counseling, it
was a basic part of establishing trust and was necessary in order for my clients to feel
ready to begin to talk about the deeper issues of trauma that accompanied them when
they entered the country.
Social justice and advocacy competencies are necessary for counselors to
work effectively on a systemic level. Counselor education programs must include
skills training to intervene effectively on both individual and community levels.
Lewis, Toporek, and Ratts (2010) point out that “more and more counselors have
begun to use the wide-angle lens in their work. The counseling profession has come to
accept the idea that advocacy strategies and a social justice perspective belong at the
center of good practice”
f. Advocacy Competencies
Counselors function as advocates when they use their skills in helping clients
challenge institutional barriers that impede their personal, social, academic, or career
goals (Lee & Hipolito-Delgado, 2007). Counselors who have a social justice
advocacy perspective demonstrate leadership abilities and understand the importance
of speaking out to empower individuals, families, and their community (Ratts &
Hutchins, 2009). A primary focus for school counselors who assume an advocacy role
is to become the voice for students who lack educational opportunities. All students
deserve equal access to a quality education (Stone & Dahir, 2016), and Lee and
Rodgers (2009) point out that school counselor advocates are risk-takers and often
take on causes that are unpopular. They assert that it takes courage “to intervene not
only into the lives of clients but also into the larger social/political arena for the
benefit of an individual client as well as to foster social justice for all”
Ethical practice in counseling necessitates counselors to assume an advocacy
role that extends beyond the confines of the therapeutic relationship, encompassing
efforts to affect public opinion, public policy, and legislation. This imperative reflects
the recognition that the well-being of clients is not solely determined by individual
factors but is profoundly influenced by broader social, economic, and political
contexts. By engaging in advocacy, counselors leverage their unique expertise,
insights, and ethical commitments to promote social justice, equity, and access to
resources and opportunities for all individuals and communities.
At the heart of counselors' advocacy efforts is a commitment to amplifying the
voices of marginalized and underserved populations whose experiences are often
overlooked or marginalized in mainstream discourse. By raising awareness about the
systemic barriers and injustices that impede the full realization of individuals' rights
and potential, counselors play a crucial role in challenging oppressive ideologies and
structures that perpetuate inequality and discrimination.
One dimension of counselors' advocacy work involves shaping public opinion
by disseminating accurate information, challenging stereotypes and misconceptions,
and fostering empathy and understanding towards diverse lived experiences. Through
public speaking engagements, media interviews, and community outreach initiatives,
counselors have the opportunity to educate the public about mental health issues,
promote destigmatization of mental illness, and advocate for inclusive and affirming
practices that honor the dignity and worth of every individual.
Moreover, counselors engage in advocacy efforts aimed at influencing public
policy and legislation to address systemic inequities and promote social change. This
may involve collaborating with policymakers, legislators, and advocacy organizations
to develop and advocate for policies that expand access to mental health services,
improve the quality of care, and advance social justice initiatives. By participating in
legislative advocacy campaigns, counselors can help shape the development and
implementation of laws and regulations that have a direct impact on the lives of their
clients and communities.
Furthermore, counselors play a vital role in advocating for the allocation of
resources and funding towards mental health services and programs that prioritize
prevention, early intervention, and holistic approaches to wellness. By making
evidence-based arguments and providing testimonies based on their clinical expertise
and firsthand experiences, counselors contribute to the creation of policies and
budgets that support the delivery of comprehensive and culturally responsive mental
health care to those in need.
Ethical advocacy in counseling also encompasses efforts to promote systemic
changes within educational institutions, healthcare systems, and other organizational
settings to create environments that are inclusive, equitable, and conducive to the
well-being of all individuals. This may involve advocating for the adoption of anti-
discrimination policies, cultural competency training for staff, and the integration of
trauma-informed practices into organizational protocols. By advocating for structural
reforms, counselors strive to create environments that foster healing, empowerment,
and resilience for clients and communities.
In summary, ethical practice in counseling requires counselors to assume an
advocacy role that extends beyond the confines of the therapy room, encompassing
efforts to shape public opinion, influence public policy, and promote systemic change.
By leveraging their expertise, ethical principles, and commitment to social justice,
counselors contribute to the creation of a more equitable and compassionate society
where all individuals have the opportunity to thrive and flourish.
Practitioners also need to develop an awareness of their own beliefs and
attitudes regarding social issues and marginalized populations, the scope of their
knowledge, and their level of skill at intervening within the different domains of
advocacy. Finally, multicultural competence is essential in understanding the cultural
relevance and appropriateness of advocacy interventions as counselors bring their
own attitudes and beliefs to the sociopolitical history of their communities. For
comprehensive discussions of social justice and systems changes as applied to
working with diverse client populations, see ACA Advocacy Competencies: A Social
Justice Framework for Counselors (Ratts et al., 2010) and Social Justice Counseling:
The Next Steps Beyond Multiculturalism.
The role of school counselors is expanding to include advocating for social
justice on a broader scale (Lee & Rodgers, 2009). Stone and Dahir (2016) devote a to
the topic of school counselors as advocates, and their ideas are represented in this
discussion. Raising hopes and expectations and empowering students are critical roles
for school counselors to play in supporting a better future for students. However, a
proactive stance goes beyond working with individual students to advocating for
change throughout the school system when inequities and discriminatory practices are
found.
g. Roles of Helpers Working in the Community
The outreach approach may include both developmental and educational
efforts, such as skills training, stress management, and consultation. Outreach
activities also include family preservation services, the goal of which is to develop a
treatment plan with a family to maintain children’s safety in their own homes. For
instance, during a series of home visits to a parent with poor coping skills, an outreach
worker teaches, models, and reinforces parenting strategies that can be used to
effectively navigate challenging parent–child interactions. Community counselors
also attempt to change the dysfunctional system that is producing problems for
individuals, families, and communities. The focus is on looking at the problem in its
community context rather than dealing only with the problem within the individual.
MacLeod and McMullen (2016) suggest that counselors also can reach out to the
community outside of the counseling setting by volunteering at nonprofit
organizations in their local area. Providing outreach beyond the counseling setting is
one way to combat stigma and stereotypes regarding mental health concerns; outreach
interventions can teach people about wellness and the benefits of counseling.
“Outreach and volunteer work allows counselors to use their skills in new and useful
ways, while providing the public with an experience of what counselors do and what
they value”
Community-oriented counseling emphasizes the necessity for recognizing and
dealing with environmental conditions that often create problems for ethnically
diverse client groups. In this psychosocial approach, community workers focus on
alternative ways of helping clients that embody fundamental principles of social
justice and activism aimed at client empowerment. Atkinson (2004) suggests these
alternative roles for counselors who work in the community: advocate, change agent,
consultant, adviser, facilitator of indigenous support systems, and facilitator of
indigenous healing methods. Counselors who adopt these alternative roles base their
work on a developmental foundation rather than on a service approach. The role of
community workers as advocates and change agents has been described; now let’s
take a look at some other alternative counselor roles.
Operating as consultants, counselors encourage clients from diverse cultures to
learn skills they can use to interact successfully with various forces within their
community. In this role, client and counselor cooperate in addressing unhealthy forces
within the system. Consultants work with clients from diverse racial, ethnic, and
cultural backgrounds to design preventive programs aimed at eliminating the negative
impacts of racism and oppression. The role of consultant can be seen as the role of a
teacher.
The counselor as adviser initiates discussions with clients about ways to deal
with environmental problems that contribute to their personal problems. In many
ways, this is a social work approach that considers the person-in-theenvironment
rather than simply addressing problems within the individual. For example, recent
immigrants may need advice on immigration paperwork, coping with problems they
will face in the job market, or problems that their children may encounter at school.
Veterans transitioning out of the military also may need help finding a job, accessing
education benefits, finding a place to live, and identifying local supports for their
family.
Many ethnically diverse clients, people in rural environments, and older
people would not consider seeking professional help in the traditional sense.
However, they may be willing to put their faith in family members or close friends, or
turn to other social support systems within their own communities. Community
workers need to be aware of cultural factors that may be instrumental in contributing
to a client’s problem or resources that might help alleviate or solve the client’s
problem. Counselors can play an important role by encouraging clients to make full
use of indigenous support systems (such as family and friendship networks) within
their own communities.
Mental health practitioners need to learn what kinds of healing resources exist
within a client’s culture. In many cultures, individuals with problems are more likely
to put their trust in traditional healers. For that reason, counselors need to be aware of
indigenous healing systems (such as religious leaders and institutions, energy healers,
and respected community leaders) and be willing to work collaboratively with them
when it is to the benefit of the client. Ignoring these indigenous resources can have a
negative effect on the client’s welfare, and therefore, has ethical implications.
There are many reasons for the underuse of available mental health resources.
Clients may be unaware of their existence; they may not be able to afford the services;
they may have misconceptions about the nature and purpose of counseling; they may
be reluctant to recognize their problems; they may harbor the attitude that they should
be able to solve their own problems; they may feel a social stigma attached to seeking
professional help; or they may perceive that these resources are not intended for them
because the services are administered in a culturally insensitive way. Services are not
always easily accessible, which discourages some from making use of resources in the
community. A major barrier for clients is that access to social and psychological
services can be confusing, and those providing services may not be receptive or
friendly. One goal of the community approach is to educate the public and attempt to
change the attitudes of the community about mental health and the attitudes toward
those who deliver mental health services.
Many people still cling to a very narrow definition of mental illness.
Widespread misconceptions include the notion that once people suffer from any kind
of emotional disturbance they can never be cured, the idea that people with emotional
and behavioral disorders are merely deficient in “willpower,” and the belief that the
mentally ill are always dangerous and should be separated from the community lest
they “contaminate” or harm others. Professionals face real challenges in combating
these misconceptions, but unless this is done many people will not seek professional
help. Practitioners are ethically bound to actively work at presenting mental health
services in a way that is understandable to and respectful of the community at large.
Counselors can assume an advocacy role for the counseling profession by informing
the public and potential clients about psychological services. Community education
can open doors for people who previously would not have sought these services due
to their misconceptions or preconceived notions about the mental health profession.
The challenges facing community workers can be overwhelming, especially
with current constraints on funding and the bureaucratic malaise. How can dedicated
community workers continue to develop social programs if they are constantly faced
with the possibility that their programs will be cut back or canceled? There is little
room for staff members to initiate innovative social programs when the agencies
themselves are concerned with mere survival. One way community workers can
initiate change is by organizing within an agency or even several agencies and
developing a collective voice. Practitioners can empower a community to organize
political action to influence the state and national government to fulfill their
responsibilities. This action may involve providing funds, technical assistance, legal
protection, or other support a smaller community requires to flourish.
h. Promoting Change in the Community
Effective community workers encourage community members to discover
their own strengths and to build on these resources. Homan (2016) poses a question
that has significant implications for community work: “Are you willing to honestly
examine who owns the project?” From Homan’s perspective, if we are just doing
things we think are right for people, rather than the project really being theirs to take
charge of, we may be unconsciously reasserting a form of social control.
Although some client/constituent groups may initially lack the skills or
resources to manage every aspect of a change project, they possess the potential to
learn and acquire the necessary capabilities with appropriate support and guidance.
Thus, the matter of "who owns" the project becomes a significant ethical concern, as
it directly impacts the distribution of power, decision-making authority, and resources
within the collaborative process.
At the heart of this ethical concern lies the principle of empowerment, which
emphasizes the importance of facilitating clients' self-determination and autonomy in
the change process. Empowerment entails more than just providing assistance or
support; it involves fostering a sense of agency, efficacy, and ownership among
clients, enabling them to actively participate in decision-making and take ownership
of their own transformational journey.
However, achieving true empowerment requires a nuanced understanding of
the dynamics of power and privilege that shape the client-counselor relationship. In
many cases, clients/constituents may belong to historically marginalized or
disadvantaged groups that have been systematically excluded from decision-making
processes and denied access to resources and opportunities. As such, counselors must
be cognizant of their own positionalities and biases, as well as the structural barriers
that may hinder clients' ability to assert their ownership over the project.
Moreover, the concept of ownership extends beyond mere control or
possession; it encompasses a sense of responsibility, accountability, and investment in
the outcomes of the project. For clients to truly own the project, they must have a
stake in its success and be actively engaged in its planning, implementation, and
evaluation stages. This requires creating opportunities for meaningful participation,
fostering open communication and collaboration, and valuing the diverse perspectives
and experiences that clients bring to the table.
In navigating the ethical complexities of project ownership, counselors must
also consider the broader context in which the project is situated, including the power
dynamics within the larger community or organizational environment. In some cases,
external stakeholders such as funders, policymakers, or organizational leaders may
exert influence or control over the project, potentially undermining clients' autonomy
and agency. Counselors must advocate for a model of partnership and collaboration
that respects clients' rights and interests while also acknowledging the diverse
interests and perspectives of all stakeholders involved.
Furthermore, the process of transferring ownership of the project to clients
requires ongoing support, capacity-building, and mentorship to ensure that they have
the skills, knowledge, and resources needed to effectively lead and sustain the project
beyond the counselor's involvement. This may involve providing training in project
management, leadership development, advocacy skills, and resource mobilization, as
well as fostering networks of peer support and mentorship within the community.
Ultimately, the ethical concern surrounding project ownership underscores the
importance of upholding principles of social justice, equity, and inclusion in
counseling practice. By prioritizing clients' autonomy, agency, and empowerment,
counselors can foster a collaborative and empowering environment where clients are
active agents of change, capable of driving meaningful and sustainable
transformations in their own lives and communities.
Homan (2016) compares the functions of community workers who operate
within a developmental approach with those who rely on a service orientation. The
developmental approach is grounded on strengths, focuses on assets and capacities,
promotes capability and power, changes conditions, and is aimed at prevention. This
approach builds on identifying resources within the individual, the group, or the
community that can be more fully activated. In contrast, a service approach focuses
on problems to be solved and holes to fill. It is concerned more with maintaining
rather than changing conditions and is oriented toward fixing problems rather than
preventing them.
A service orientation and a developmental approach represent two distinct
paradigms in the realm of counseling and human services, each with its own set of
values, assumptions, and implications for power dynamics and relationships. While a
service orientation tends to rely on experts and reinforce power imbalances, a
developmental approach emphasizes partnerships and seeks to equalize power
relationships, fostering a more collaborative and empowering environment for clients.
At its core, a service orientation is rooted in a transactional model of service
delivery, where clients are perceived as recipients of expert-driven interventions
aimed at addressing their perceived needs or problems. In this model, counselors or
service providers are positioned as the experts who possess specialized knowledge
and skills to diagnose, treat, or alleviate clients' difficulties. While this approach may
be efficient and effective in addressing immediate concerns, it can also perpetuate
power differentials between clients and counselors, reinforcing a hierarchical
relationship where clients are viewed as passive recipients of expertise rather than
active agents of change.
Moreover, a service orientation often prioritizes short-term, symptom-focused
interventions that aim to alleviate clients' distress or dysfunction without necessarily
addressing underlying systemic or contextual factors that may contribute to their
difficulties. This approach may overlook the broader social, cultural, and
environmental determinants of clients' well-being, potentially limiting the
effectiveness and sustainability of interventions in promoting long-term growth and
empowerment.
In contrast, a developmental approach adopts a more relational and
collaborative stance, viewing counseling as a process of mutual growth and
exploration that unfolds within the context of a trusting and egalitarian relationship
between counselor and client. In this model, counselors function not as experts who
impose solutions or directives on clients but as facilitators who empower clients to
explore their strengths, values, and aspirations, and co-create solutions that are
meaningful and sustainable.
Central to the developmental approach is the principle of partnership, which
recognizes clients as active agents who possess inherent strengths, resilience, and
capacity for growth and self-directed change. By fostering a collaborative partnership
with clients, counselors seek to equalize power relationships and create a safe and
supportive space where clients feel empowered to voice their concerns, express their
needs, and explore alternative perspectives and possibilities.
Furthermore, the developmental approach emphasizes the importance of
promoting holistic development and well-being by addressing clients' needs within
the context of their broader life experiences, relationships, and cultural identities.
Rather than focusing solely on symptom reduction or problem resolution, counselors
strive to support clients in developing self-awareness, self-efficacy, and adaptive
coping strategies that enable them to navigate life's challenges and pursue their goals
with confidence and resilience.
In practice, adopting a developmental approach requires counselors to
cultivate a range of relational and clinical skills, including active listening, empathy,
cultural competence, and strengths-based assessment and intervention techniques. It
also entails a willingness to engage in ongoing self-reflection and professional
development to challenge assumptions, biases, and power dynamics that may hinder
the therapeutic process.
Ultimately, the choice between a service orientation and a developmental
approach reflects broader philosophical and ethical considerations in counseling
practice. While a service orientation may offer immediate relief or support to clients
in distress, a developmental approach holds the potential to foster deeper, more
transformative change by empowering clients to become active agents in their own
growth and development. By embracing the principles of partnership, collaboration,
and empowerment, counselors can create a more inclusive and equitable environment
where all individuals have the opportunity to thrive and flourish.
i. Working Within a System
One of the major challenges for counselors who work in the community is to
learn how to make the system work for the clients they serve and, secondarily, work
for themselves so that in the process they do not lose their ability to be effective.
Working in a system can put an added strain on the counselor due to the monumental
amount of paperwork required to justify continued funding, high caseloads, and a
multitude of policy directives. Another source of strain is the counselor’s relationships
with those who administer the agency or institution. Practitioners who deal with
clients directly may have little appreciation for the intricacies with which
administrators must contend in managing and funding their programs. If
communication is poor and problem solving is inadequate, tension and problems are
inevitable. The ultimate challenge is to empower the community to address its own
problems.
Many professionals struggle with the issue of how to work within a system
while retaining their integrity and vitality. Although working in an organization is
oftentimes frustrating, counselors need to examine their attitude, which might be part
of the problem. Blaming others does not effect change. Focusing on the things that
can be changed fosters a sense of personal power that may allow for progress.
Each of these actions has consequences for both you and your clients. If you
recognize that you do have choices in how you respond to unacceptable situations,
you may be challenged to take action to change these circumstances. From an ethical
perspective, you are expected to alert your employer to circumstances that may impair
your ability to reach clients. By creating and participating in support groups, those
who work in an agency might find ways to collectively address problems in the
system of which they are a part. A case can be made for the value of support groups in
agency settings. These groups create an internal subculture that provides some support
in dealing with bureaucratic pressure. Workers alone will likely have difficulty in
changing large organizations, but when they unite, they have a greater opportunity for
effecting change.
