An exploration of Black men as clients is presented. The concept of irreducibility through the humanistic lens is shared as a means of providing counselors the wherewithal to reframe the internal paradigm of clinical work with Black men. Recommendations for counselorexploration and clinical practice are offered.

The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities.

The authors provide an exploration of the philosophical concepts of Black existentialism. Black existentialism is presented as a philosophical alternative to European existentialismto inform humanistic practices in addressing racial and social inequality. Implications for scholarly discourse are provided, and areas for future research are explored.

Sixteen fathers of individuals with autism were interviewed to develop a grounded theory explaining how they learned about their children's autism diagnosis. Results suggest the orientation process entails at least two phases: orienting oneself and orienting others. The orienting oneself phase entailed fathers having suspicion of developmental differences, engaging in research and education activities, having their children formally evaluated; inquiring about their children's prognosis, and having curiosities about autism's etiology. The orienting others phase entailed orientating family members and orienting members of their broader communities. Recommendations for responsive service provision, support for fathers, and future research are offered.

Utilizing self-study methodology, the researchers sought to understand their practices in developing school counselors and counselor educators who acknowledge and resist anti-Black racism and marginalization to prevent harm through complacency. Given counselor education’s existence as overwhelmingly white and Eurocentric, the authors investigate disrupting the heteronormative structures inherent in counseling and the academy with the prioritizing of race, systemic inequities, and cyclical trauma in their faculty roles (e.g., teaching, supervising, and service) in efforts to shift a profession slow to address society’s ever-changing mental health needs. The team of counselor educators from different states in the northeast use a thematic analysis to highlight their challenges and successes at each institution, and within the broader counselor education and academic context.