Multiculturalism and social justice are considered major forces in the counseling profession, revolutionizing the complexity of social identity, cultural identity, and diversity. Although these major forces have influenced the profession, many challenges exist with their implementation within counselor education curriculum and pedagogy. A major challenge is the complex dynamics of privilege and oppression that both counselor educators and counseling students face. This article discusses the use of intersectionality to approach counselor education pedagogy and practice.Keywords: counselor education, intersectionality, multicultural counseling, social justice, pedagogy El multiculturalismo y la justicia social están considerados como fuerzas importantes con las que la profesión de la consejería está revolucionando la complejidad de la identidad social, la identidad cultural y la diversidad. Aunque estas fuerzas importantes han influido en la profesión, existen desafíos relacionados con su implementación en los planes curriculares y pedagogía de la educación de consejeros. Un desafío significativo es la compleja dinámica entre privilegio y opresión que enfrentan tanto los formadores de consejeros como los estudiantes de consejería. Este artículo discute el uso de la interseccionalidad para enfocar la pedagogía de la educación de consejeros y la práctica.

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We explored mental health care experiences of trans service members and veterans (TSMVs) through a mixed‐methods, convergent parallel design. Quantitative survey data from 50 TSMVs were analyzed using paired‐samples t tests to identify differences in perceived stigma and barriers to care in accessing services from nonmilitary versus military‐affiliated or Veteran's Health Administration providers (MVAPs). We conducted semistructured interviews with 10 participants, exploring their lived experiences in accessing mental health care from both nonmilitary providers and MVAPs. Integrated mixed‐methods results indicate TSMVs are more concerned about anti‐trans stigma when accessing care from MVAPs, whereas logistical concerns inform access to nonmilitary providers. Key themes shaping participants' mental health care experiences were (a) access to trans competent care, (b) fear/fear of consequences, (c) therapeutic relationship, (d) transition‐related factors, and (e) military systems and culture. Implications for training and practice are discussed.

Many developmental tasks of emerging adulthood involve identify formation. Trying to develop a sense of self can be challenging, given the many aspects of identity. For certain students, having membership in multiple identity groups means competing values, traditions, and practices. This chapter first provides an overview of social identity theory, including attention to the development of identity through an interpersonal lens and through an intergroup lens. Then, it identifies how emerging adults learn about themselves and develop confidence and the ways and means through which they find their motivation. Guiding questions help readers apply this information to their work with emerging adults in higher education.

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