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SACES NewsletterCounselor education programs should beintentional in assisting these students in achievingthis goal of belonging. That is, as opposed toallowing students to navigate the differentchallenges faced during their enrollment in isolationor leave it to chance that these students woulddiscover pathways to belonging, counseloreducation programs could provide mentorship,support groups, representation in faculty andconnect students with university organizations/associations that could assist in facilitating thisprocess.RecommendationsMentorship. Mentoring can help to foster a sense ofbelonging when mentors are aware of how culturalvalues shape the behaviors, thoughts, beliefs, andexpectations of minority group members (Kim,2007; Park-Saltzman et al., 2012), in addition tobeing aware of societal challenges confrontingminorities in graduate programs, such asdiscrimination (Lee & Ahn, 2011), lack ofrepresentation (Zalaquett, 2006), language andcultural barriers (Wong et al., 2013), and isolation(Gasman et al., 2008; Schlosser et al.,2011). Additionally, mentorship has been identifiedas the most critical variable related to the academicand career development of graduate students(Hollingsworth & Fassinger, 2002). In the fields ofcounseling, mentoring has been significantlyassociated with the decision to pursue an academiccareer (Dohm & Cummings, 2002), research selfefficacy (Hollingsworth & Fassinger, 2002), andsatisfaction with one's doctoral program (Clark,Harden, & Johnson, 2000). Therefore, counseloreducation programs can be intentional aboutassigning senior peer or faculty mentors that canhelp the sense of belonging that minoritizedcounselor trainees experience and to help themnavigate the difficult experiences that might arise.Student Organization. Counselor educationprograms, especially those at predominately whiteinstitutions (PWIs), should focus on maximizing theextent to which they connect minoritized counselortrainees to settings that allows them to share theirexperiences with their minority peers, support oneSpring 2020another, and work together to meet commonchallenges. The absence or meager existence ofsuch communities at PWIs or in predominatelywhite counselor education programs can forceminoritize counselor trainees to withdraw from theirprogram or dissociate with their traditional heritagesand suffer negative consequences in personaldevelopment and academic performance. Thus, thefostering, maintenance, and expansion of suchcommunities are critical components in validatingracial/ethnic minoritized trainees' culturalbackgrounds and fostering a sense of belonging notonly at the program level but to in the campuscommunity among those students (Museus 2008).ReferencesAmerican Counseling Association (2014). ACACode of Ethics. Alexandria, VA: AuthorBaumeister, R. F., & Leary, M. R. (1995). The needto belong: Desire for interpersonalattachments as a fundamental humanmotivation. Psychological Bulletin, 117(3),497.Clark, R. A., Harden, S. L., & Johnson, W. B.(2000). Mentor relationships in clinicalpsychology doctoral training: Results of anational survey. Teaching of Psychology, 27,262–268.Connell, J. P., & Wellborn, J. G. (1991).Competence, autonomy and relatedness: amotivational analysis of self-systemprocesses. In M. Gunnar & L.A. Sroufe (Eds.), Minnesota symposium onchild psychology: self-processes anddevelopment. Chicago: University ofChicago PressDeci, E. L., & Ryan, R. M. (1985). Intrinsicmotivation and self-determination in humanbehavior. New York: Plenum.Dohm, F.-A., & Cummings, W. (2002). Researchmentoring and women in clinicalpsychology. Psychology of WomenQuarterly, 26, 163–167.Furrer, C., & Skinner, E. (2003). Sense ofrelatedness as a factor in children’sacademic engagement and6

SACES NewsletterSpring 2020performance. Journal of EducationalPsychology, 95(1), 148-162.Gasman, M., Hirschfeld, A., & Vultaggio, J. (2008).“Difficulty yet rewarding”: The experiencesof African American graduate students ineducation at an Ivy League institution.Journal of Diversity in Higher Education, 1,126 –138.Hollingsworth, M. A., & Fassinger, R. E. (2002).The role of faculty mentors in the researchtraining of counseling psychology doctoralstudents. Journal of Counseling Psychology,49, 324 –330.Kim, H. H. (2007). A study of the relationshipbetween academic mentoring and thedevelopment of intercultural competence ina multicultural higher educational context(Order No. 3302484, School of InterculturalStudies, Biola University, Doctoraldissertation). ProQuest Dissertations andTheses, 252. Retrieved from ntid14509Lee, D. L., & Ahn, S. (2011). Racial discriminationand Asian mental health: A meta-analysis.The Counseling Psychologist, 39, 463–489.Osterman, K. F. (2000). Students’ Need forBelonging in the SchoolCommunity. Review of EducationalResearch, 70(3), 323.Park-Saltzman, J., Wada, K., & Mogami, T. (2012).Culturally sensitive mentoring for Asianinternational students in counselingpsychology. The Counseling Psychologist,40, 895–915.SACES Multicultural Interest NetworkPlease join us in promoting the development of culturally competent and culturally responsivesupervisors, counselors, and counselor educators. We would love to have you as a member ofthis growing and diverse group of professionals.PURPOSE: The Multicultural Interest Network serves diverse supervisors, counseloreducators and students to meet their professional goals.ANTICIPATED ACTIVITIES Webinars to share information and knowledge Share knowledge and resources through Facebook Connecting Mentors to Mentees Virtual Writing Retreats Connecting with other professionals for scholarship and advocacyTO JOIN – Please contact Interest Network Co-Chairs Edith Gonzalez or Sarah Brant-Rajahnat multiculturalin@saces.org.7

SACES NewsletterSpring 2020CALL to ActionDanielle A. McGarrh, Sarah A. Silveus, Sarah J. Stillwell,Sarah L. Colliflower, and Erika. L. Schmit, Texas A&M University-CommerceDanielle A. McGarrh (Top Left), Sarah A. Silveus (TopMiddle), Sarah J. Stillwell (Top Right),Sarah L. Colliflower (Bottom Left),and Erika. L. Schmit (Bottom Right)Texas A&M University-CommerceAuthor NoteOur project was funded in part by the TACESAdvocacy Grant from the Texas Association forCounselor Education and Supervision.Correspondence concerning this article should besent to Danielle A. McGarrh,dmcgarrh@leomail.tamuc.edu.CALL to ActionThe mission to strengthen the counselingprofession resulted in the acknowledgment thatthese goals are unattainable without the promotionof social justice and multiculturalism through activeadvocacy (Ratts et al., 2015; Ratts et al., 2018). Theleaders of the field support these ideals throughethical codification, core values (AmericanCounseling Association [ACA], 2014),and by infusing these values into everything frombest practice guidelines to leadershipinitiatives. Despite ACA’s continued dedication tothese values, leaders in counseling haveacknowledged skill deficiencies and competencyissues across all of the counseling domains (Deckeret al., 2016; Goodman, 2009).Advocacy training has been shown toincrease advocacy competence (Decker, 2013), yetmost professionals lacking in this area are postgraduation. No multicultural social justice(MCSJ) framework exists for supervision(Fickling et al., 2019), minimizing the likelihoodtrainees are becoming MCSJ competentcounselors (Day-Vines et al.,2007). Minimal guidance exists onadvocacy competencies or training (Chang et al.,2012; Decker et al., 2016). This leaves only aportion of counselors living the ACA core values ofsocial justice and multiculturalism, despite growingadvocacy needs.Current Advocacy NeedsSome of the national concerns of thefield include a need to address certain professionalissues, such as Medicare billing, license portability,and the educational standards of current licensinglaws (Lawson et al. 2017). However, knowledge ofthe need for change does not necessarily lead tochange occurring. Furthermore, as time goes on,new needs arise. ACA has often endorsed CACREPaccreditation as an indicator of academic rigor(ACA, n.d.). However, recent updates to theCACREP educational standards (CACREP,2016) neglected to include specific curriculacovering gender identity and sexualorientation, potentially leaving counselors withdecreased competency in this area(Troutman & Packer-Williams, 2014).The issue with educational standards meritsattention and, more importantly, needs increased8

SACES Newslettercohesion as counseling educational standards arenot uniform across programs. Cultural competencytraining has been proven to increase positivetreatment outcomes (Sue et al., 2009). Therefore,advocating for coursework that teaches counselorsto work with clients from various world religions,sexual orientations, gender identities, andimmigrant populations would help counselors bettermeet the needs of clients.Finally, there are emerging needs in theSouth for legislative advocacy. Many southernstates are considering or have already enactedpolicies that negatively affect the LGBTQ andimmigrant populations, which may negatively affectclients. Policies regarding reparative therapies, hatecrime laws, and the use of confidential informationof unaccompanied minors represent areas wherepublic policy is clearly not aligned with the valuesof counseling.CALL to Action ModelWhen evaluating this dilemma, two levels ofadvocacy considerations emerged: the need forincreased advocacy and MCSJcompetencies amongst practicing professionals andthe need for the field to, at minimum,maintain current advocacy effortsacross all domains of advocacy. To be part ofthe solution to this problem, we launched theCounselor Advocates Learning to Lead (CALL) andthe CALL to Action model, an easily replicablepeer-led advocacy group aimed at increasing thecompetencies of students and professionals in thefield through social justice and professionaladvocacy mentorship and practical application ofthe competencies.This model focuses on having a continuousdialogue regarding issues of diversity andmulticulturalism that empowers each member toaddress the same issues and barriers with clients, sothat they may be empowered to advocate forthemselves as well as to allow counselors toadvocate with them rather than just for them.Additionally, group members are regularly invitedto discuss limitations within our respective affiliatedSpring 2020organizations so that we may advocate for changeswithin.The group is encouraged to collaborate onsocial justice advocacy initiatives toincrease personal investment and encourage anegalitarian environment where all voices are heard.Members will vote quarterly to decide eachsubsequent social justice initiative. Social justiceefforts at the regulatory, legislative, andorganizational levels will evolve, but there will be aconsistent focus at the client level.Each mentor will bring an advocacyinitiative and provide mentorship to the members onhow to execute related advocacy actions. Memberswill then complete advocacy efforts for thefollowing three months, resulting in a report beingprovided to the mentor regarding progress. Theinitiatives will accumulate over time building afoundation for member advocacy actions.ConclusionAdvocacy in the counseling profession is theessence, the foundation, and thevehicle through which social justice andmulticulturalism are achieved. The CounselorAdvocates Learning to Lead (CALL) are currentlyconducting research on the CALL to ActionModel to assist other regions or organizations toadopt this model, subsequently amplifying ourcollective voices and achieving the goal of ourmission, which is to increase the MCSJ andadvocacy counseling competencies of students andactive counseling professionals, while maintainingand growing the existing advocacy efforts of thefield.ReferencesAmerican Counseling Association. (2014). ACAcode of ethics. Alexandria, VA: Author.American Counseling Association (n.d.)FAQs: Licensure r/faqs-licensure-policiesChang, C., Barrio Minton, C. A., Dixon, A. L.,Myers, J. E., & Sweeney, T. (Eds.)(2012). Professional counseling excellence9

SACES Newsletterthrough leadership andadvocacy. Routledge.Council for Accreditation of Counseling andRelated Educational Programs. (2015).2016 CACREPstandards. 16-CACREPStandards.pdfDay-Vines, N. L., Wood, S. M., Grothaus,T., Craigen, L., Holman, A., Dotson-Blake,K., & Douglass, M. J. (2007). Broaching thesubjects of race, ethnicity, and cultureduring the counseling process. Journal ofCounseling & Development, 85, 401–409. r, K. M. (2013) A study of relationshipsbetween counselor education, social justiceadvocacy competence, and likelihood toadvocate (3602466) [Doctoral dissertation,Capella University]. Proquest.Decker, K. M., Manis, A. A., & Paylo, M. J. (2016).Infusing social justice advocacy intocounselor education: Strategies andrecommendations. Journal of CounselorPreparation andSupervision, 8(3) https://doi.org/10.7729/83.1092Fickling, M. J., Tangen, J. L., Graden, M. W., &Grays, D. (2019). Multicultural andsocial justice competence in clinicalsupervision. Counselor Education andSupervision, 58(4), 309316. https://doi.org/10.1002/ceas.12159Goodman, J. (2009). Starfish, salmon, and whales:An introduction to the special section.Journal of Counseling and Development, 87Spring 2020(3), 259. awson, G., Trepal, H. C., Lee, R. W., & Kress, V.(2017). Advocating for educationalstandards in counselor licensurelaws. Counselor Education and Supervision,56(3), 162176. https://doi.org/10.1002/ceas.12070Ratts, M. J., & Greenleaf, A. T. (2018). Counseloradvocate-scholar model: Changingthe dominant discourse incounseling. Journal of MulticulturalCounseling and Development, 46(2), 7896. https://doi.org/10.1002/jmcd.12094Ratts, M. J., Singh, A. A., Nassar-McMillan, S.,Butler, S. K., & McCullough, J. R.(2015). Multicultural and social justicecounselingcompetencies. ngcompetencies.pdf?sfvrsn 20Sue, S., Zane, N., Nagayama Hall, G. C., & Berger,L. K. (2009). The case forcultural competency in psychotherapeuticinterventions. Annual Review of Psychology,60, 525548. 3651Troutman, O., & Packer-Williams, C. (2014).Moving Beyond CACREP Standards:Training Counselors to Work Competentlywith LGBT Clients. The Journal ofCounselor Preparation and Supervision,6(1). http://dx.doi.org/10.7729/61.108810

SACES NewsletterSpring 2020Summer 2020 Newsletter SubmissionDear Counselors, Counselor Educators, Supervisors, and Graduate Students,We are looking for submissions for consideration in our Summer 2020 issue of the SACES Newsletter. Thisissue will be an edition about Community: Promoting Connection, Leadership, and Service within theProfession.Submissions must be between 500 and 800 words and sent electronically as a Word document tosacesnewsletter@gmail.com. Please include the author name(s), credentials, affiliation(s), and photo(s) in .jpg,.tif or .gif format.Students are encouraged to contribute with the support of a faculty member. For questions or more information,please contact the editors at newsletter@saces.org. You can also check out previous newsletter issues availablefrom the SACES website. Contributions are needed by Wednesday, July 8th.Brandee Appling and Andrea Kirk- JenkinsCo-Editors SACES NewsletterAs we continue to navigate the ins and outs of online learning, we would like to invite you to theDistance/Online Learning IN Coffee Chats! All members are welcome to attend.August 5, 2020 @ 10 am ESTRegister in advance for this meetingOctober 7, 2020 @ 10 am ESTClick here for the Registration URLDecember 2, 2020 @ 10 am ESTClick here for the Registration URLJanuary 6, 2021 @ 10 am ESTClick here for the Registration URLMarch 3, 2021 @ 10 am ESTClick here for the Registration URLMay 5, 2021 @ 10 am ESTClick here for the Registration URLHosted by Dr. Summer Kuba & Dr. Ellen Chance,Co-Chairs of the Distance/Online Interest Network11

SACES NewsletterSpring 2020Fostering Social Justice Advocacy Identity in CounselingSuperviseesErin P. Kilpatrick, M.Ed., M.A., LPC, NCC, University of GeorgiaErin P. Kilpatrick ,M.Ed., M.A., LPC, NCCUniversity of GeorgiaDoctoral students in counselor educationprograms who are involved in the supervision ofmaster’s level counseling practicum/internshipstudents are at the forefront of promoting thecounseling profession’s call for social justiceadvocacy. Fostering social justice advocacyidentity in master’s level counseling students isespecially critical in the supervision relationships bydoctoral student supervisors in counseling educationprograms. A strong social justice advocacyidentity is essential for a counselor to develop atherapeutic, sincere rapport with clients who haveexperienced cumulative oppressive experiences,such as ableism, heterosexism, nationalism, racism,and sexism (Smith, Foley, & Chaney, 2008). Thisidentity consists of a way in which to view theworld and to act in the world in order to empowermarginalized individuals and communities toimprove access to resources that increase wellbeing, as well as the ability to counter oppressivepolicies (Burnes & Singh, 2010; Glosoff &Durham, 2010).An essential guidepost for doctoral students topromote social justice advocacy identitydevelopment in counseling supervisees are theMulticultural and Social Justice CounselingCompetencies (MSJCC) (Ratts, Singh, NassarMcMillan, Butler, & McCullough, 2015). TheMSJCC provides a model for counselors(privileged/marginalized) to conceptualize theirown social identity group memberships and theimpact of associated power dynamics ordisempowering dynamics on the counselor’s selfawareness, on client perspectives/worldview, and inthe relationship between counselor-client (Ratts etal., 2015). Doctoral students are aware ofhis/her/their own dominant and marginalized socialidentities and how those “assumptions, worldviews,beliefs, (and) biases” (Ratts et al., 2015, p. 5) mayshow up in the supervision relationship, impactingthe supervisee and potentially the supervisee’sclients.Effective, social justice-minded doctoral studentsupervisors facilitate a variety of strategies to buildsocial justice advocacy identity. A fundamentalstrategy in the ongoing broaching about shared anddiffering social identities with his/her/theirsupervisee throughout the supervisionrelationship. Doctoral student supervisor-initiatedcritical conversations about his/her/their ownprivileged identities and even marginalizedidentities and influence on the supervisee is a waythat the supervisee can sense permission to talkabout impact of diverse social

Awards Ken Shell Clark Atlanta University Lacey Ricks University of West Georgia . Journal Editor Kelly Wester University of North Carolina, Greensboro Publications Casey Barrio Minton University of Tennessee, Knoxville . Distance/Online Counselor Education Ellen Chance Capella University Summer Kuba Liberty University Ethics & Professional .