Addressing Classism, Ableism, and Heterosexism in Counselor Education

Smith, Laura; Foley, Pamela F.; Chaney, Michael P.

doi:10.1002/j.1556-6678.2008.tb00513.x

Cited by 87 publications

(58 citation statements)

References 37 publications

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“…Furthermore, many participants conceptualized disability from a medical model and deficit perspective. This finding supports the work of Smith et al (), who found that counselor trainees internalize pathologizing views of disability based upon their socialization in a culture that endorses such a view. Participants expressed awareness that they were perpetuating the deficit‐oriented views of disability by not being critical and not engaging in social advocacy.…”

Section: Discussionsupporting

confidence: 89%

Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study

Rivas

Hill

2018

Couns Edu & Supervision

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Transcendental phenomenology was used in this study to examine the lived experiences of counseling interns (N = 10) receiving multicultural training to assist clients with disabilities. Five essential themes were identified. Drawing on their findings, the authors recommend programmatic and curricular changes, including the infusion of personal narratives and service learning, to the multicultural training of counselors.

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Section: Discussionsupporting

confidence: 89%

Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study

Rivas

Hill

2018

Couns Edu & Supervision

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“…The internalizing of these discourses leads to under‐ and overvaluing of self and others and discrimination based on perceived social class status. Counselors and family therapists in training are not exempt from classist views and must critique their own biases as part of self‐of‐the‐therapist development (Smith et al., 2008).…”

Section: Classismmentioning

confidence: 99%

“…Over the past two decades, family therapy training programs have increasingly attended to student diversity (McDowell, Fang, Brownlee, Gomez Young, & Khanna, 2002; McDowell, Storm, & York, 2007), often highlighting gender (Brody, 1990), sexual orientation (Green, 2004), nation of origin (McDowell et al., 2006), and race (McDowell, 2004). There remains, however, only cursory inclusion of social class in family therapy, psychology, or counselor education programs (Ballinger & Wright, 2007; Langhout, Rosselli, & Feinstein, 2007; Smith, Foley, & Chaney, 2008). There is likewise a dearth of research exploring social class and classism as a self‐of‐the‐therapist issue in family therapy training.…”

mentioning

confidence: 99%

Social Class in Family Therapy Education: Experiences of Low SES Students

McDowell

Brown

Cullen

et al. 2012

J Marital Family Therapy

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In this article, we report the results of a national survey of students in COAMFTE-accredited family therapy programs who self-identify as coming from lower- or working-class backgrounds. Results of the study reveal opportunity and tension relative to family, friends, and community because of social mobility associated with graduate education. Participants describe family therapy education as middle-class centered, pointing to lack of attention to social class, marginalization, classism, and unacknowledged class barriers as salient experiences in their graduate programs. Finally, participants share a number of suggestions for program improvement.

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“…Individuals might hold negative attitudes, beliefs, or assumptions about people or groups of people on the basis of their social class or SES standing (L. Smith, ; L. Smith, Foley, & Chaney, ). Collins and Yeskel () argued that such evaluations of one's character are a form of classism.…”

Section: Definitions Of Termsmentioning

confidence: 99%

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

Pietrantoni

Glance

2019

J Multicult Couns & Deve

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The Social Class and Classism Training Questionnaire was developed to assess multicultural competency and training of social class and classism for school counselor trainees (SCTs). The authors analyzed the differences between accreditation status, social class backgrounds, and factors contributing to SCTs’ competence and training. Results showed that socially desirable responding, number of multicultural courses, and training level contributed most to perceived competence and training. This study provides insight into factors influencing SCTs’ competence and training of social class. El Cuestionario de Capacitación en Clase Social y Clasismo fue desarrollado para evaluar la competencia multicultural y capacitación en clase social y clasismo de consejeros escolares en formación (SCT, por sus siglas en inglés). Los autores analizaron las diferencias entre el estado de acreditación, la clase social de origen y otros factores que contribuyen a la competencia y capacitación de los SCT. Los resultados mostraron que las respuestas socialmente deseables, el número de cursos multiculturales y el nivel de capacitación contribuyeron en mayor medida a la percepción de competencia y capacitación. Este estudio ofrece una perspectiva de los factores que influyen en la competencia y capacitación en clase social de los SCT.

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Addressing Classism, Ableism, and Heterosexism in Counselor Education

Cited by 87 publications

References 37 publications

Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study

Counselor Trainees' Experiences Counseling Disability: A Phenomenological Study

Social Class in Family Therapy Education: Experiences of Low SES Students

Multicultural Competency Training of School Counselor Trainees: Development of the Social Class and Classism Training Questionnaire

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