Social justice in counseling: moving to a multiplistic approach

COVID‐19 and pre‐tenure counseling faculty: A collaborative autoethnographic investigation

“…As advocacy is central to the roles and responsibilities of counseling faculty and administrators (Goodman et al., 2018 ; Peters et al., 2020 ; Peters & Luke, 2021a ; Peters & Luke, 2021b ), this study has multiple implications for future advocacy efforts, potentially accounting for the cultural shift of academic socialization and mentoring, especially addressing impostor syndrome's impact on pre‐tenure counseling faculty career development and productivity (Wester et al., 2020 ). Departments may assess mentoring and acculturative needs of pre‐tenure counseling faculty and provide additional mentoring and developmental support.…”

Principles of anti‐oppression: A critical analytic synthesis

“…For instance, the profession has long prioritized apolitical and/or value-neutral, individualistic, intellectual, and personally distant processes of learning, teaching, counseling, supervising, and researching at the cost of knowledge and practices embedded in anti-oppressive, anti-racist, diverse, and indigenous forms of knowledge (Goodman & Gorksi, 2015;Peters & Luke, 2021a;Williams et al, 2021). The field has both directly and indirectly upheld longstanding forces, structures, and systems of oppression and domination (Goodman & Gorksi, 2015;Peters & Luke, 2021a;Williams et al, 2021). For instance, suggested that the history of counseling was culturally situated within "North American and European colonist ideologies related to power, marginalization, and oppression" (p. 261).…”

“…By building on critical, intersectional, and poststructural qualitative research methods, our CAS has provided data-driven and systematic processes to critically analyze and synthesize the extant scholarship of anti-oppression. The processes and resulting principles authenticate anti-oppression as comprised intra-and interpersonal aspects, as well as having systemic and structural components (Mullaly & West, 2017;Peters & Luke, 2021a;Peters et al, 2020;…”

“…Over the past decade, there have been increased calls to decolonize and disrupt oppressive practices across education broadly (Buchanan et al., 2021) and in counseling, psychology, and social work more specifically (Chan et al., 2018; Goodman & Gorksi, 2015; Gonzalez & Cokley, 2021; Haskins & Singh, 2015; Peters & Luke, 2021a; Williams et al., 2021). Since the 1990s, multicultural and social justice movements have facilitated the development of mental health and educational practices, models, and paradigms that have been designed to more effectively address the needs of individuals, groups, and communities who have been previously excluded and who have less access, power, and voice within the systems and structures of the counseling profession (Peters & Luke, 2021a; Peters et al., 2020). Historically, within counseling, much of this work utilizes a tripartite model of multicultural competence with a focus on the practitioner's knowledge, skills, and awareness in working with a particular historically marginalized population (Ratts et al., 2016; Singh et al., 2020).…”

“…Despite recent efforts in the counseling field to integrate and center anti‐oppression (Haskins & Singh, 2015; Singh et al., 2020; Williams et al., 2021), the related research, conceptualization, and praxis are arguably in the neophyte stage of development. Accordingly, the profession serves as a source and space of simultaneous oppression and liberation (Peters & Luke, 2021a; Singh et al., 2020; Williams et al., 2021), given that the profession has prioritized, espoused, and upheld values and worldviews grounded in neoliberalism, colonialism, and oppression. For instance, the profession has long prioritized apolitical and/or value‐neutral, individualistic, intellectual, and personally distant processes of learning, teaching, counseling, supervising, and researching at the cost of knowledge and practices embedded in anti‐oppressive, anti‐racist, diverse, and indigenous forms of knowledge (Goodman & Gorksi, 2015; Peters & Luke, 2021a; Williams et al., 2021).…”