Engaging counseling students in the dialogue between globalization and indigenization

Moir-Bussy, Ann

doi:10.1080/21507686.2011.653978

Cited by 5 publications

(4 citation statements)

References 20 publications

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“…Although some elements of indigenization, and international work overall, seem to have beneficial outcomes that are rooted in sharing knowledge and practices to better meet the needs of a community in light of globalization (Leung et al, ; Moir‐Bussy, ), these perceived benefits must be contextualized within a colonial history that is rife with abuses of power and desires to help that result in more harm than good (Go, ; Mills, ). Postcolonial theory offers counselors perspective, warning, and guidance for this type of contextualized, international work that has important and useful connections to humanism.…”

Section: Expansion Of Counseling Professionmentioning

confidence: 99%

Postcolonial Theory and Humanism: A Framework for International Work in the Counseling Profession

Smith

2018

J Humanistic Counseling

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Section: Expansion Of Counseling Professionmentioning

confidence: 99%

Postcolonial Theory and Humanism: A Framework for International Work in the Counseling Profession

Smith

2018

J Humanistic Counseling

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“…Yet, all these components of EVT have been demonstrated to vary between cultures (Paniagua, 2013;Pearce, 2014). Further, most EVTs are based on theoretical orientations that were developed within the dominant cultures of the United States and wealthy European countries (Moir-Bussy, 2012;Sue & Sue, 2012). The conceptualization of health and illness, as well as the norms about treatment therefore reflect white, middle class, male-dominated standards.…”

Section: Defining Evidencementioning

confidence: 99%

Psychotherapy from the Margins: How the Pressure to Adopt Evidence-Based-Treatments Conflicts with Social Justice-Oriented Practice

Rogers-Sirin

2017

jsacp

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This article posits that the current interest in Empirically-Validated-Treatment (EVT) leads to a culture within psychology and counseling that presents cognitive-behavioral orientation (CBT) as the only legitimate approach to psychotherapy. This can be problematic not only because it narrows the scope of what is considered legitimate evidence of effectiveness, but also because CBT, like most Western approaches to psychotherapy, locates the origin of, and solution to, mental illness within the individual. On the other hand, social justice-oriented practice addresses how inequality, discrimination, oppression, and other societal-level forces contribute to mental illness at the individual level. Using a case example as an anchor for the ideas presented, I discuss how narrow definitions of empirical evidence have been used to justify the marginalization of multiple theoretical orientations, which in turn has led to therapies that can reinforce the marginalization of disadvantaged clients. I argue that this trend within the fields of clinical and counseling psychology reflects a wider trend in the United States and other Western cultures of xenophobia and fear of globalization. Those privileged by hierarchies of power are motivated to find uniformity and the appearance of a superior, more “correct” way of being, and to then attempt to control the lives of people who do not fit this way of being. Complexity and diversity, on the other hand, are experienced as threatening and alienating. Within psychotherapy too, CBT provides an appearance of universality in treatment that can be very appealing, yet social justice advocates have been very skeptical of claims of universality. I conclude with a discussion of how the narrowing of theoretical approaches may harm the fields of clinical and counseling psychology, and psychotherapy clients. I discuss what psychologists and counselors can do to counter this trend by taking action in professional organizations, academia, and in the therapy room.

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“…while providing feedback) in which many dimensions of counselling supervision are mirrored. As such, the boundaries of counselling education and supervision overlap at times (Moir-Bussy, 2008 ). Such supervisory-educational relationships aim to nourish counselling students’ ongoing learning by facilitating reflective spaces that help them thrive and inform their evolving professional counselling identities as they transition through their learning journeys (Moir-Bussy, 2008 ).…”

Section: Introductionmentioning

confidence: 99%

Voices of Australian Mature-Age Bachelor of Counselling Students: Telling Stories of Learning and Teaching Transitions

Abkhezr

Bath

2023

Int J Adv Counselling

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The COVID-19 pandemic imposed transformations on the higher education context of the twenty-first century that adversely impact students’ learning in certain disciplines. On a mission to adopt ethics of care in research and practice, this research focuses on counselling education and its unique characteristics, by signifying counselling students’ voices in such changing contexts. A qualitative exploratory multiple case study design informed by narrative inquiry was used, followed by a voice-centred relational method of analysis. Findings revealed voices, relationships, dominant narratives and power relations that influence counselling students’ learning experiences. Implications for future research and practice for counselling education are highlighted.

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Engaging counseling students in the dialogue between globalization and indigenization

Cited by 5 publications

References 20 publications

Postcolonial Theory and Humanism: A Framework for International Work in the Counseling Profession

Postcolonial Theory and Humanism: A Framework for International Work in the Counseling Profession

Psychotherapy from the Margins: How the Pressure to Adopt Evidence-Based-Treatments Conflicts with Social Justice-Oriented Practice

Voices of Australian Mature-Age Bachelor of Counselling Students: Telling Stories of Learning and Teaching Transitions

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