The Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar‐McMillan, Butler, & McCullough, 2015) ask counselors to “apply knowledge of multicultural and social justice theories” (p. 8). Counselors who implement the MSJCC in this manner have the opportunity to critically examine traditional counseling theories that were developed within a predominantly White and Western framework, that reproduce North American and European colonist ideology if not contextualized, and that neglect Indigenous approaches to healing (Tuck & Yang, 2012; Watkins & Shulman, 2008). In this article, the authors present 4 key multicultural and social justice theories that can support counselors in adopting a decolonizing paradigm and implementing the MSJCC in their practice with clients: relational‐cultural theory (Miller, 1976), critical race theory (Bell, 1995), intersectionality theory (Crenshaw, 1989, 1991), and liberation psychology (Martín‐Baró, 1994).

This phenomenological study examined 20 tenured and nontenured counselor educators regarding their experiences of motherhood and academia. Two central themes from the interviews emerged: environmental influences (including position flexibility, experienced discrimination, and felt support) and choices and circumstances (including defining and establishing boundaries and accepting decisions). Findings are important for understanding academic mothers' experiences and underscore the need for additional research in the field that specifically addresses these issues.

In this qualitative study, the authors outline the experiences of 5 research participants who engaged in online chat-based counseling sessions. Participants discussed their experiences related to technological barriers, connecting with their counselor, interacting without visual or verbal feedback, receiving counseling in a personal space, and the flow and pace of the online sessions. The authors provide recommendations for the implementation of online counseling, including discussion of the limitations and benefits of this type of therapeutic conversation.

While some suggest nonsuicidal self-injury (NSSI) is increasing, very little has been done systematically to explore this possibility. The current study employed three cohorts of freshman (total N = 949) from the same university across a period of 7 years to explore engagement in NSSI. Related intrapersonal factors were also examined. NSSI lifetime and current engagement use drastically increased across the three cohorts. Anxiety followed a similar trajectory as NSSI behaviors as increasing in reported levels, while depression and coping behaviors did not. Implications of these trends are discussed.

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