Defining professional support by counselor education faculty of color using critical race theory

Shillingford, M. Ann; Ngazimbi, Evadne E.; Patel, Samir H.

doi:10.1002/ceas.12226

Cited by 5 publications

(6 citation statements)

References 22 publications

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“…Along with stressors, teachers face a multitude of challenges that may induce anxiety, such as educational policies, teacher-parent relationships, and relationships with other teachers and administrators within the school environment (Shillingford-Butler et al, 2012). Nayak (2014) defined anxiety as "a feeling of fear, worry, and uneasiness, usually generalized and unfocused as an overreaction to a situation that is only subjectively seen as threatening" (p. 52).…”

Section: Teacher Stress and Anxietymentioning

confidence: 99%

Teacher stress and anxiety during COVID-19: An empirical study.

Pressley¹,

Ha²,

Learn³

2021

School Psychology

150

105

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The purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, the study investigated how teachers' anxiety changed during the first month of school. Additionally, the study explored the association of teachers' stress and anxiety and predictor variables for changes in teacher anxiety while teaching during the COVID-19 pandemic. The present study included 329 elementary teachers from across the United States who completed a survey during the first week of October 2020. The results found that most teachers saw no change or an increase in anxiety during the first month. Significant predictors of increased teacher anxiety included stress and communication within the school, with virtual instruction teachers having the most increase in anxiety. In comparison, the no change in anxiety group included significant predictors of stress, virtual instruction, and communication within the school. The present study provides applicable information to schools and districts as there is limited empirical research on the impact of the COVID-19 pandemic on teachers. Teachers are working as frontline workers during the pandemic; thus, schools and districts need to monitor teacher stress and anxiety during the COVID-19 pandemic and provide the necessary support. Impact and ImplicationsThe purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. The results explored how teachers' anxiety changed throughout the first month of the 2020-2021 school year, variables related to teacher stress and anxieties, and predictor variables for changes in teacher anxiety. Specifically, a majority of the teachers saw no change or an increase in anxiety during the first month. Significant predictors of increased teacher anxiety included stress and communication, with virtual instruction teachers having the most increase in anxiety. In comparison, the no change in anxiety group included significant predictors of stress, virtual instruction, and communication within the school. The study also found significant associations between stress and anxiety.

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Section: Teacher Stress and Anxietymentioning

confidence: 99%

Teacher stress and anxiety during COVID-19: An empirical study.

Pressley¹,

Ha²,

Learn³

2021

School Psychology

150

105

View full text Add to dashboard Cite

show abstract

“…When recruiting, academics must be clear when articulating the research design and stress the importance of the overall benefits of the study. While this step is mandatory in all research, due to a history of scientific racism, Black populations may require extra steps towards building trust (Shillingford‐Butler, et al., 2022). This is not to say, however, that Black populations are more fragile than others.…”

Section: Establishment and Pursuit Of Trustmentioning

confidence: 99%

“…This is a call to the field to understand the power behind the neuroscience phenomenon, and not to recapitulate the same errors made throughout the years. Most notably, these miscalculations include promulgating scientific racism, silencing of Black voices, and inadvertently rendering historically marginalized people's work invisible (Butler & Daire, 2020; Callaway, 2013; Cell, 2020; Shillingford‐Butler, et al., 2022; Wingfield, 2020; Wheaton, 2021). Corresponding with the guidelines presented in this article, the hope is that researchers will attempt earnestly to collaborate with Black researchers, partner with community organizations, and build long lasting, mutually beneficial relationships.…”

Section: Call To Actionmentioning

confidence: 99%

“…While one could contend the counseling field is exempt, that is not necessarily true. There is a litany of research indicating students’ trepidation with multiculturalism, coupled with Black and BIPOC faculty and counselors continuously encountering microaggressions and systemic racism (Branco & Bayne, 2020; Dameron et al., 2020; Shillingford‐Butler et al., 2022). Moreover, some counseling classes ignore BIPOC contributions, and rely primarily on White scholars for reading materials (Butler & Daire, 2020).…”

Section: Introduction To Neurosciencementioning

confidence: 99%

“…One could argue this example emphasizes a medical instance and is not representative of neuroscience or counseling. There are, however, several instances of lack of Black representation in neuroscience (Choy et al., 2021) and counseling research (Butler & Daire, 2020; Shillingford‐Butler et al., 2022).…”

Section: Introduction To Neurosciencementioning

confidence: 99%

See 2 more Smart Citations

Critically analyzing the field of neuroscience and its therapeutic application with Black populations

Burt

Pankey

2022

J Multicult Couns & Deve

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With the recent proliferation of neuroscience‐backed literature in counseling, the lack of connection to multiculturalism is disquieting. The critique is that there is a dearth on the application of neuroscience with clients of color, specifically Black populations. This article provides a critique of neuroscience and its implications and applicability for Black populations. The rationale for the specificity was to give counselors a concrete method to apply with an underserved populace, coupled with specific clinical considerations/guidelines.

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Recruitment and retention of minoritized students in CACREP‐accredited counseling programs

Clark,

Kempf,

Paul

et al. 2024

Couns Edu & Supervision

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The recruitment and retention of minoritized students is critical for diversifying the counseling profession. Accreditation standards and scholarship provide little guidance on best practices. We sampled 38 administrators from the Council for Accreditation of Counseling and Related Educational Programs to understand recruitment and retention practices for minoritized students. We found four themes and provide implications for counselor education.

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Defining professional support by counselor education faculty of color using critical race theory

Cited by 5 publications

References 22 publications

Teacher stress and anxiety during COVID-19: An empirical study.

Teacher stress and anxiety during COVID-19: An empirical study.

Critically analyzing the field of neuroscience and its therapeutic application with Black populations

Recruitment and retention of minoritized students in CACREP‐accredited counseling programs

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