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Trainee Counselor Development of Social Justice Counseling Competencies.

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Title: Trainee Counselor Development of Social Justice Counseling Competencies.
Authors: Field, Thomas A., Ghoston, Michelle R., Grimes, Tameka O., Sturm, Debbie C., Kaur, Manjot, Aninditya, Annisa, Toomey, Marcus
Source: Journal for Social Action in Counseling & Psychology. Summer2019, Vol. 11 Issue 1, p33-50. 18p.
Subjects: Social justice, Mental health counseling, Grounded theory, Counselor educators, Counselors
Abstract: This grounded theory study sought to identify the process by which master's level counselors-in-training (CITs) develop social justice counseling competencies. Participants (N = 41) from a clinical mental health counseling (CMHC) program were interviewed at pre-practicum, pre-internship, and post-internship phases. CITs progressed through the stages of exposure, recognition, and action, influenced by self-reflection and attitudes. These stages differed from the awareness, knowledge, and skills domains identified in prior multicultural and social justice counseling literature. Most CITs planned advocacy action steps by the conclusion of their program, though few implemented them. Implications for counselor educators are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Journal for Social Action in Counseling & Psychology is the property of Ball State University, Center for Peace & Conflict Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: <searchLink fieldCode="JN" term="%22Journal+for+Social+Action+in+Counseling+%26+Psychology%22">Journal for Social Action in Counseling & Psychology</searchLink>. Summer2019, Vol. 11 Issue 1, p33-50. 18p.
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  Data: <searchLink fieldCode="DE" term="%22Social+justice%22">Social justice</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+health+counseling%22">Mental health counseling</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink><br /><searchLink fieldCode="DE" term="%22Counselor+educators%22">Counselor educators</searchLink><br /><searchLink fieldCode="DE" term="%22Counselors%22">Counselors</searchLink>
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  Data: This grounded theory study sought to identify the process by which master's level counselors-in-training (CITs) develop social justice counseling competencies. Participants (N = 41) from a clinical mental health counseling (CMHC) program were interviewed at pre-practicum, pre-internship, and post-internship phases. CITs progressed through the stages of exposure, recognition, and action, influenced by self-reflection and attitudes. These stages differed from the awareness, knowledge, and skills domains identified in prior multicultural and social justice counseling literature. Most CITs planned advocacy action steps by the conclusion of their program, though few implemented them. Implications for counselor educators are discussed. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal for Social Action in Counseling & Psychology is the property of Ball State University, Center for Peace & Conflict Studies and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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