Critical Incidents in Counselor Education. Группа авторов

      It appears that this concern has been simmering over the course of these students’ graduate studies with no real outlet. The key to encouraging multicultural and social justice counseling competencies in all students is to integrate them into professional identity development early and often (Decker et al., 2016). The program may find ways to facilitate these conversations and integrate opportunities for advocacy from the first semester of classes, with continued check-ins throughout the course of the program. This would encourage students to have these conversations more openly and avoid a situation like the one discussed in this case. This could also be accomplished by assigning advocacy work, reflective exercises, experiential learning, and service learning (Decker et al., 2016; Langellier et al., 2020). Infusing social justice and advocacy into counseling courses could also help faculty notice discrepancies in development, such as the behaviors and beliefs demonstrated by Amy. In these ways, program faculty members can recognize and address student- and program-level concerns earlier and more proactively.

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