In 2003, the American Counseling Association (ACA) adopted the ACA Advocacy Competencies (J. A. Lewis, M. S. Arnold, R. House, & R. L. Toporek, 2002) to provide guidance to counselors and acknowledge advocacy as an ethical aspect of service to clients. This article provides a foundation for this special section by sharing a historical perspective on recent pivotal advocacy movements within the profession. An overview of the development and content of the Advocacy Competencies is provided followed by a case example to assist counselors in understanding and enhancing their application.

Multicultural, feminist, and social justice counseling theories are often viewed as disparate helping models. This article examines the complementary nature of these models and discusses the need to promote a clearer understanding of the ways in which these common threads can be used in counseling practice.

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Considerable research relevant to counselor and therapist development has been done since Worthington's (1987) review. Additional support has surfaced for Worthington's conclusions: There is support for general developmental models, perceptions of supervisors and supervisees are consistent with developmental theories, the behaviors of supervisors change as counselors gain experience, and the supervision relationship changes as counselors gain experience. Although the types of research used and the sophistication of data analysis have improved somewhat, too few studies directly address changes over time for trainees in supervision. Suggestions are given for future research in supervision to reflect the level of specificity necessary to investigate developmental models.Considerable research has been done on the supervision process since Worthington's (1987) review. Although other reviews of this literature have appeared since then (Bernard & Goodyear, 1992;Holloway, 1992), they have been more general in nature and have not effectively reviewed the research in terms of its impact on developmental models of supervision.Worthington (1987) reviewed developmental models of supervision and supervision issues reflective of the developing supervisor. Only one major developmental model of supervision has been proposed since Worthington's (1987) review, so we will not replicate his efforts and review the models again in this article. When appropriate, we make some reference to the one new model, Stoltenberg and Delworth's (1987) Integrated Developmental Model of Supervision (IDM), in areas that are relatively unique to that model.The purpose of this article is threefold. First, our intent is to exhaustively review the supervision research appearing in the literature since Worthington's (1987) review, examine the methodology used, and summarize the results (presented in Appendix). The second purpose is to specifically examine studies that allow for clarification of developmental issues in training by their direct investigation of the effects of experience or measured counselor or therapist developmental level. Finally, be-CAL D. STOLTENBERG received his PhD from the University of Iowa in 1981. He is currently the Director of the Counseling Psychology Program at the University of Oklahoma. BRIAN W. MCNEILL received his PhD from Texas Tech University in 1984. He is currently the Director of the Counseling Psychology Program at Washington State University. HUGH C. CRETHAR is currently a doctoral student in the Counseling Psychology Program at the University of Oklahoma. In addition to supervision, he has research interests in areas of group interventions and child abuse and neglect. THE AUTHORS THANK.

In this introduction to the special issue of the Counselor Education and Supervision journal, the guest editors provide a brief history of the social justice movement within the Association for Counselor Education and Supervision and discuss the importance of addressing social justice issues in counselor education and supervision. The authors challenge all counselors to make social justice an integral part of their work.