The Intentionality of Prioritizing Racism, Systemic Inequities, and Cyclic Trauma in Counselor Education: A Self-Study

• In Event: School Counseling and Counselor Education Research

Abstract

Utilizing self-study methodology, the researchers sought to understand their practices in developing “non-color-blind” school counselors and counselor educators to prevent harm intentionally or unintentionally through complacency. As counselor education is rooted in white norms, the authors explore the multiple attempts at disrupting the heteronormative structures inherent in counseling and the academy with the infusion of race, systemic inequities, and cyclic trauma at the forefront in teaching, supervising, and engaging in service to attempt to shift a profession slow to address society’s ever-changing mental health needs. The team of counselor educators from different states in the north east, use a thematic analysis to highlight the researchers’ challenges and successes at each institution, and within the broader counselor education and academic context.

Authors

• Kara Ieva, Rowan University

• Linwood Vereen, Shippensburg University of Pennsylvania

• Michael D. Hannon, Montclair State University