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The authors use a phenomenological research tradition grounded in CRT tenets to describe the daily lived experiences that 12 male African American youth had in relation to the achievement gap. Researchers collected individual semi-structured interviews and focus group data related to the study phenomenon. There were five themes identified in participant data: (a) achievement gap or resource gap? (b) salience of parental support, (c) environmental obstacles related to academic achievement, (d) individual motivation and effort, and (e) resiliency and persistence in the face of racism. Implications for school counseling research, practice, and advocacy with African American male youth and study limitations are discussed. [ABSTRACT FROM AUTHOR]

White school counselors must consider how racial identity, and whiteness as a construct, influences their work with students of color. This article addresses opportunities for White school counselors regarding how they may become allies to students of color and suggests way in which counselor educators can support the ally identity development in graduate students who are preparing to become school counselors. Intersections of racial privilege and ally identity development for White school counselors are described (Kendall, 2006; Mindrup, Spray & Lamberghini-West, 2011), and recommendations to the field of school counseling are made. Tenets of critical race theory (Ladson-Billings & Tate, 1995) and relational cultural theory (Jordan, 2010) are recommended as a theoretical framework for White school counselors' efforts. [ABSTRACT FROM AUTHOR]

The article offers a reflection from the author about the life of counselor Judy Lewis and what it taught her. The author talks about the presence of Lewis in her professional life, the art and science of social justice change in the counseling profession and the role of Lewis, and how Lewis influenced the very core of her engagement with social justice.

This qualitative study explored the resilience of 13 transgender youth of color in the southeastern region of the U.S. The definition of resilience framing this study was a participant's ability to 'bounce back' from challenging experiences as transgender youth of color. Using a phenomenological research tradition and a feminist, intersectionality (intercategorical) theoretical framework, the research question guiding the study was: 'What are the daily lived experiences of resilience transgender youth of color describe as they negotiate intersections of transprejudice and racism?' The researchers' individuated findings included five major domains of the essence of participants' daily lived experiences of resilience despite experiencing racism and transprejudice: (1) evolving, simultaneous self-definition of racial/ethnic and gender identities, (2) being aware of adultism experiences, (3) self-advocacy in educational systems, (4) finding one's place in the LGBTQQ (lesbian, gay, bisexual, transgender, queer, questioning) youth community, and (5) use of social media to affirm one's identities as a transgender youth of color. Implications for practice, research, and advocacy, in addition to the study's limitations are discussed. [ABSTRACT FROM AUTHOR]

The article focuses on information meant to provide counseling professionals with competencies to work with lesbian, gay, bisexual, queer, intersex, questioning and ally (LGBQIQA) communities, groups, and individuals. It comments on LGBQIQA language and definition of terms along with acronyms used in the document. It presents a list of competencies for counseling LGBQIQA people in several areas, including social and cultural diversity, relationship assistance, and professional orientation and ethical practice. It reflects on allies to the LGBQIQA community and their behavior and attitudes and talks about counseling intersex individuals.

This study was a phenomenological and feminist investigation of the resilience of transgender people of color who have experienced a wide range of traumatic life events (e.g., hate crimes, intimate partner violence, child sexual abuse). Eleven transgender people of color (6 African American, 3 Latino/a, 2 Multiracial) participated in semistructured interviews (60-90 minutes each) exploring their expression of resilience in response to traumatic life events. Findings included six major themes common among all participants: (a) pride in one’s gender and ethnic/racial identity, (b) recognizing and negotiating gender and racial/ethnic oppression, (c) navigating relationships with family, (d) accessing health care and financial resources, (e) connecting with an activist transgender community of color, and (f) cultivating spirituality and hope for the future. Specific clinical and advocacy implications for trauma work with this group are provided. [ABSTRACT FROM PUBLISHER]

This content analysis examines the qualitative methodology used in counseling research with lesbian, gay, bisexual, transgender, and queer (LGBTQ) issues published over the last 10 years (1998-2008) in 4 counseling and counseling psychology journals (Journal of Counseling & Development, Journal of Counseling Psychology, Journal of LGBT Issues in Counseling, and The Counseling Psychologist). LGBTQ qualitative investigations in counseling research continue to be rare. Recommendations to increase the trustworthiness and scope of future LGBTQ counseling research are provided. [ABSTRACT FROM AUTHOR]

This article explores ten strategies feminist therapists can use to connect their practice further to activism and social protest. The authors present two case vignettes following the ten strategies to illustrate this connection. Implications for future practice, research, and advocacy are discussed. [ABSTRACT FROM AUTHOR]

This phenomenological inquiry explored the lived experiences of resilience of 21 transgender individuals. Through individual semistructured interviews (3 interviews each with 5 participants) and 1 focus group interview (16 participants), the authors identified 5 common resiliency themes (evolving a self-generated definition of self, embracing self-worth, awareness of oppression, connection with a supportive community, and cultivating hope for the future) and 2 variant themes (social activism and being a positive role model for others). Future practice and research directions are discussed. [ABSTRACT FROM AUTHOR]

This article introduces the Special Issue of the Journal of LGBT Issues in Counseling on Counseling Competency with Transgender Clients. The purpose of the special issue is to explore how counselors may use the ACA Competencies for Counseling with Transgender Clients in research, practice, advocacy, training, and supervision. A brief overview of the articles included in the special issue is provided, and the implications for the use of the counseling competencies with transgender clients are discussed. [ABSTRACT FROM AUTHOR]

In this article, the editors of the Special Issue of the Journal of Lesbian, Gay, Bisexual, and Transgender Issues in Counseling on Counseling Competency with Transgender Clients summarize the themes of the articles within the special issue. The authors then discuss the future implications of these themes for counseling supervision and training, practice, research, and advocacy. Included in this discussion is a review of the areas of important focus that were 'missing' in the Special Issue and how the counseling field may address these gaps in the literature. The article concludes with a list of 10 critical 'next steps' for the counseling profession to take to ensure the American Counseling Association's Competencies for Counseling with Transgender Clients develop a transgender-positive counseling environment. [ABSTRACT FROM AUTHOR]

This qualitative study explored the aspects of "self" school counselors (N = 16) described as central to advocating for social justice in their school systems. Using grounded theory, this study explored racial, feminist and advocacy identity development in relation to the personhood of the counselor and how these elements coalesced around action for social change. Implications for school counselor advocacy, training and research are discussed. [ABSTRACT FROM AUTHOR]