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Supervision is considered a critical component in the development of mental health professionals. Thus, to ensure ethical services are provided to clients, supervisors should integrate multicultural perspectives within supervision. Multicultural and social justice principles, although present in the literature, have not been successfully incorporated into previous process and developmental models as viable enhancers to practitioner growth. The multicultural integrated supervision model presented in this article provides supervisees, supervisors, and counselor educators with methods that elicit deeper appreciation for culturally appropriate relationships and interactions.

Minority female counselor educators are faced with numerous challenges. This qualitative study revealed that for female minority counselor educators, these challenges continue to negatively affect their professional and personal experiences. It is through operational wellness practices and optimal balance and functioning that minority female counselor educators have often prevailed. Implications for minority female counselor educators, university administrators, and counselor educators from the majority population are provided.

In recent years, the use of culturally appropriate humor as a tool for change within the parameters of counseling has grown within the literature. In comparison, the art of storytelling has had little attention within the literature as a tool for strategic change. This article outlines a framework for the use of humor and storytelling as innovative approaches for successfully counseling African American men. In addition, the growing research on the socialization of men is used to assist in the development of culturally appropriate strategies that help African American men utilize their inherent strengths within the counseling process.

Aggression in adolescents is harmful and emotionally devastating to youth and surrounding communities. This article integrates martial arts and therapeutic principles into a culturally sensitive model that cultivates change in the aggressive behaviors of disenfranchised adolescents. The art form of Capoeira is proposed for promoting positive behavioral change.

This study investigated the efficacy of a 12-week, Web-based peer supervision group in increasing school counselor trainees' collective self-esteem (i.e., positive feelings in identifying as a school counselor) and written case conceptualization ability. Results suggested that school counselor trainees who participated in a Web-based peer supervision group reported significantly higher collective self-esteem and case conceptualization skills than did their counterparts who did not participate in Web-based peer supervision. Implications of the findings for counselors in training and practicing school counselors are presented. (Contains 2 tables.)

According to the literature, humor is a critical tool to enhance the counseling process because it can reduce stress, build rapport, and aid in the increase of the client's self-efficacy. In recent years, the critical nature of using humor appropriately from a cultural perspective has been explored. In this article, the authors further explore the cultural foundations, purpose, effectiveness, and implications of using humor when counseling African American college students.

The authors examined the relationship between collective self-esteem (i.e., the extent to which school counselors possess favorable perceptions of their professional or social group) and professional burnout in a sample of 533 school counselors. They also explored whether there were significant differences in professional burnout in school counselors by sex, geographic location of work setting, and number of years employed as a school counselor. Results indicated that higher collective self-esteem generally was associated with lower professional burnout. Moreover, the authors found that school counselors working in urban school environments reported significantly higher levels of burnout than did their peers working in other types of school environments. Furthermore, school counselors who had been employed in their roles for 20 years or longer reported higher levels of burnout than did their counterparts working fewer than 10 years. Implications of the findings are discussed.

This article provides a discussion of pertinent social justice issues and theories as they relate to career counseling best practices. Practitioners are provided with strategies and techniques that may enhance their knowledge and skills as they relate to career development practice with culturally diverse client populations. Practitioners are also provided with a case study that illustrates the social and career path of a client over his lifespan. While human rights movements have global visions, most are locally anchored and emerge out of concrete abuses and struggles of communities that are poor or otherwise marginalized. What these movements have in common is their belief in a universal vision of justice and understanding that their struggles are bound up in other human rights struggles around the world. They also have in common a set of values which include a belief that basic rights must be universal, irrespective of race, gender, sexual orientation, class, disability, documentation status or any other status, and also comprehensive, protecting civil liberties, civil rights, and economic and social justice. In this way, they are part of a large umbrella movement seeking social justice through human rights. (National Economic and Social Rights Initiative, 2011) Power, privilege, and subjugation and their impact on client lives have called to action counselors who mightily embrace a social justice worldview (Fouad, Gerstein, & Toporek, 2006). To this end, social justice activists utilize social advocacy and engagement to help eradicate discriminatory social, political, and economic conditions that obstruct the educational, career, and personal/social development of individuals, families, and diverse populations. Ratts (2009) reasons that social advocacy is an essential step change agents can provide when addressing equity concerns for those who have been marginalized by society. Ratts' position aligns with Section A.6.a. of the American Counseling Association's Code of Ethics, which positions that "when appropriate, counselors advocate at the individual, group, institutional, and societal levels to examine potential barriers and obstacles that inhibit access and/ or the growth and development of clients" (ACA; 2005, p. 5). There is an emergent awareness that benevolent counselors do not adequately understand how oppressive behaviors and mental health issues are interconnected (Jacobs, 1994). To combat this lack of responsiveness a theory of social justice counseling affords counselors with a theoretical framework that highlights the role oppression plays in shaping human behavior and provides a blueprint for how to realize advocacy in counseling. Lee (2007) promulgates that irrespective of theoretical orientation social justice counseling may be influential in helping to explain human behavior and determining best practices appropriate when counseling diverse clientele. One such best practice is the Lent, Brown, and Hackett's 1987 Social Cognitive Career Theory (SCCT; Savickas & Lent, 1994). SCCT is a byproduct of Bandura's social cognitive theory endeavors to provide opportunities for discourse on issues related to culture, sex roles, inherited benefaction, social milieus, and unforeseen life circumstances that may intermingle with and supplant the effects of career-related choices (Stitt-Gohdes, 1997). Through the embracing of personal achievements, vicarious learning, societal influence, and physiological conditions and responses, the SCCT purports that self-efficacy, the prospect of promising outcomes, and individual goals become instrumental factors in the successful navigation of career decisions. The SCCT contrasts other existing career theories based on the premise that the self is a system and that individual beliefs are inherently influenced from a social and economic context (Stitt-Gohdes, 1997). According to Ratts (2009), counseling from a social justice perspective emboldens counselors to cultivate a more balanced viewpoint of individuals within their environments. Observing clients within the framework of their social milieu aids counselors in making important decisions as to whether clients need direct counseling services or if the situation merits a call for social justice advocacy. Racism, sexism, heterosexism, and classism are environmental factors that may delay personal growth and development and hinder opportunities for clients to reach their full potential. A whole-person counseling approach integrates personal and vocational worldviews, which are inclusive of environmental issues, into the practice of career development, thus allowing individuals to view themselves holistically and make more informed and rational occupational decisions (Zunker, 2006). Thus they are afforded the opportunity to become one with the world in which they live. Likewise, Maccoby and Terzi (1981) add that there is usually a self-fulfillment ethic involved where a person, in the midst of trusting the process, realizes personal growth and fulfillment which may ultimately provide an increased sense of self-empowerment and personal freedom. The case study that follows provides practitioners with relevant examples of how social justice counseling may be integrated into their practice. Social justice as a theory is complementary to psychodynamic, cognitive-behavioral, existential-humanistic, and multicultural approaches in relation to how it incorporates human behavior. The theory differs only in that the first three theoretical orientations focus solely on the individual, whereas multicultural places an emphasis on the individual in conjunction with their environment, while social justice adds a social context to the equation. Ratts (2009) proposes that "each as a paradigm is distinct in (a) explaining the locus of client problems, (b) describing the counselor role and identity, and (c) determining the types of skills required to practice counseling" (p. 48). To help illuminate the importance of social justice advocacy as it relates to career counseling the case of Ahmad is accompanied by an important counseling technique formulated by Zunker (2006). Zunker's Representative Strategies and Client Concerns model has the potential to provide appropriate measures outcomes that support the self-empowerment of marginalized individuals and helps to lead them on their journey towards self-actualization. Zunker model offers four domains: career, affective, cognitive behavioral, and culture; lastly each domain will be further explained and accompanied by an outline which showcases strategies and client concerns that may provide counselors with pertinent information that may be necessary when dealing with client's facing issues similar to those experienced by Ahmad. [ABSTRACT FROM AUTHOR]

Multicultural education is a philosophical concept and an educational process. It is a concept built upon the philosophical ideals of freedom, justice, equality, equity, and human dignity contained in the U.S. Constitution and Declaration of Independence. It recognizes, however, that equality and equity are not the same thing; that is, equal access does not necessarily guarantee fairness. Multicultural issues are marginalized in most school counseling textbooks and in applied practice. To have a long-term effect, multiculturalism efforts need strong leadership.

This article focuses on systemic conceptualizations that attempt to explicate why academic achievement may be challenging for some urban African American high school students. In addition, the author delineates the important roles that high school counselors can play in ensuring urban African American high school students' academic success. [ABSTRACT FROM AUTHOR]

The concerns of newly arrived immigrant students in the U.S. include the need for English language acquisition, the lack of social support networks and of social acceptance, racial labeling and categorization, acquiring new learning styles, post-traumatic stress syndrome, different cultural scripts and the typical development issues that all students face. The author also discusses implications for school counselors and how school counselors can address the concerns of newly arrived immigrant students at the national, state and district or local levels.