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Social justice is a paramount concept in counseling and supervision, yet limited research exists examining this idea in practice. To fill this research gap, we conducted a qualitative case study exploring supervisee experiences in social justice supervision and identified three themes from the participants' experiences: intersection of supervision experiences and external factors, feelings about social justice, and personal and professional growth. Two subthemes were also identified: increased understanding of privilege and increased understanding of clients. Given these findings, we present practical applications for supervisors to incorporate social justice into supervision.

Although the American School Counselor Association National Model reflects the importance of high-quality school counseling core curriculum, or classroom guidance, as part of a comprehensive school counseling program, school counselors are often challenged by the complexities of designing an effective classroom guidance curriculum. This conceptual paper addresses these challenges by proposing the use of "Understanding by Design," a research-based approach to curriculum design used widely in K-12 classrooms across the United States and internationally, to strengthen classroom guidance planning. We offer principles for developing a classroom guidance curriculum that yields more meaningful and powerful lessons, makes instruction more cohesive, and focuses on what is critical for student success.

Flipped learning is an innovative teaching approach in which students view pre-recorded video lectures outside of class, then engage in activities applying course concepts during class. By removing lecture from face-to-face class time, instructors free up time in class for students to explore and apply course content. Flipped learning is a particularly useful approach in counselor education, given the need for both content and practice in the discipline. In this study, we examined student classroom engagement in flipped and non-flipped counseling courses. Using a causal comparative method, we compared student engagement via the Classroom Engagement Inventory in four counseling theories course sections. Students in the flipped counseling courses (n = 30) reported statistically higher classroom engagement than students in the non-flipped courses (n = 37). These results lend additional support to the promotion of flipped learning in counselor education.

Given persistent evidence of discrimination toward students of color in K-12 schools, group dialogue about multiculturalism can help individuals understand and advocate for equity and inclusion. In this article, we introduce a new model for a multicultural dialogue intervention: Diversity Dinner Dialogues (DDDs). DDDs are a small group intervention that school counselors can implement to engage students and faculty/staff in dialogues about diversity. We also provide findings from a qualitative case study exploring the experiences of school counselors leading group work in DDDs. Five themes emerged suggesting that DDDs are valuable interventions and school counselors are well-positioned to lead them.

Many professional school counselors regularly serve as site supervisors to school counselors-in-training, despite never receiving formal supervision training. Using a phenomenological approach, the researchers explored school counseling site supervisors' (N = 15) experiences in a clinical faculty school counseling university supervision training program. Findings included reported enhanced knowledge of supervision models and increased intentionality in supervision. Overall, participants' experiences suggest meaningful outcomes associated with a counselor educator-led supervision training program for school counseling site supervisors.

In this study, researchers examined the frequency with which school counselors enact multicultural education behaviors and the obstacles preventing those behaviors. Using theoretical dimensions and approaches to multicultural education, they developed an instrument measuring school counseling multicultural education behavior. After pilot testing the instrument (n = 114), they distributed a refined instrument to a state school counselor database, and 594 school counselors participated in the primary data collection. Researchers used exploratory factor analysis to determine five factors comprising 72% combined variance of school counselor multicultural education behaviors. Participants enacted behaviors in two factors (Classroom Guidance with Multicultural Education Emphases and Human Relations) "occasionally" and behaviors in three factors (Professional Development with Multicultural Education Emphases, Knowledge Construction, and Teaching the Exceptional and Culturally Different) rarely. The most common obstacles preventing behaviors were "not enough time" and "not needed." Researchers discuss implications for engaging in and promoting multicultural education in schools.

Purpose: The demographic make-up of students in US public schools is becoming increasingly diverse, and a need exists to train teachers in multicultural competence. Despite this need, little research addresses multicultural competence training for in-service teachers. In this pilot study, we aimed to implement an intervention, known as a diversity dinner dialogue (DDD), in which elementary and university educators read the same diversity-related book, then gathered over dinner to discuss the book and its implications in their work. Design/methodology/approach: This study used a pre-experimental study and measured participants' reactions to the intervention, as well as changes in multicultural attitudes immediately and six months after the training. Findings: Findings indicated that participants had positive reactions to the DDD, yet multicultural attitudes decreased after the training, a potential indication that participants encountered racial identity development processes during the intervention. Research limitations/implications: Further research is needed on DDDs and interventions affecting educator multicultural attitudes in K-12 schools and higher education. Originality/value: This study contributes a new potential intervention for use in K-12 school and university partnerships that may support the development of culturally responsive teaching practices and catalyze participant experiences in racial identity development processes.

Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students' academic, career, and social/emotional success. In this article, we present best practices when designing and implementing LGC. We also highlight two school counseling case studies to demonstrate the usefulness of LGC.

In this qualitative case study, we implemented an anti‐oppressive, social justice curriculum in a school counseling internship course and then explored its impact on participants (N = 3) as school counseling students and full‐time school counselors. We identified 11 themes that reflect how the curriculum impacted participants as students and school counselors. [ABSTRACT FROM AUTHOR]

Among eating disorder (ED) professionals, counselors of color (COCs) are underrepresented. Given the prevalence of EDs among people of all racial and ethnic backgrounds, as well as the low number of COCs working in the profession and its problematic implications, this study is warranted to include the experiences of COCs in EDs and understand how to grow the specialty with counselors of all backgrounds. In this study, we interviewed 10 COCs and analyzed transcripts using a post‐intentional phenomenological design. Tentative manifestations of unprepared, isolating spaces, unspoken knowing, and exhaustion, as well as provocations of cultural inclusion, changemaker, and vulnerability, emerged. We present implications, limitations, and research considerations. [ABSTRACT FROM AUTHOR]

In this consensual qualitative research study, we explored how school counselors enact multicultural education behaviors by studying the experiences of 10 practicing school counselors. We also examined barriers that prevent school counselors from implementing multicultural education. Participants described acknowledging their contexts, being influenced by intrapersonal factors and awareness of others, and implementing different types of interventions. We discuss implications for practicing school counselors to navigate barriers and enact multicultural education in their schools.

Flipped learning is a teaching approach in which instructors distribute content outside of class and lead application activities in class. In this qualitative case study, the authors explored the experiences of students (N = 10) in a flipped counseling course and identified 3 themes: enjoyment, benefits, and learning inside and outside of the classroom.

Researchers have minimally studied school counselor professional development practices and their associations with school counselor self-efficacy. To fill this gap, we examined the School Counseling Fellowship Program (SCFP), which utilized an innovative professional development model to promote better classroom lesson design among school counselors. In a pre-experimental pilot study about the program with three data collections, results indicated that school counselors in the SCFP (N = 19) reported significantly increased overall school counselor self-efficacy (p <.001, ηp2 = 0.54), as well as significantly improved self-efficacy in personal and social development (p <.001, ηp2 = 0.50), leadership and assessment (p <.001, ηp2 = 0.55), career and academic development (p <.001, ηp2 = 0.52), collaboration (p <.001, ηp2 = 0.36), and cultural acceptance (p =.006, ηp2 = 0.25). Results suggest tentative positive support for the SCFP model to be used in future practice. [ABSTRACT FROM AUTHOR]

Poverty simulations are interactive experiences that simulate the challenges of poverty. We conducted a pre-experimental study to examine the impact of the Community Action Poverty Simulation (CAPS) on participants' attitudes toward poverty and multiculturalism. We surveyed participants' attitudes immediately after the simulation and three months later. Participants (N = 119) reported statistically significantly improved attitudes toward the stigma and structural perspectives of poverty, as well as multicultural actions before and immediately after the CAPS. Participants (n = 52) also reported significantly improved attitudes toward the stigma of poverty three months after the CAPS compared to before and immediately after. [ABSTRACT FROM AUTHOR]

Findings from a case study of participants' (N = 27) multicultural (MC) attitudes before and after a Diversity Dinner Dialogue indicated increased but nonstatistically significant differences in MC attitudes and reactions across time (F(1.30, 27.30) = 3.58, p = 0.059). Results revealed a medium effect (g = 0.433, 95% CI = −0.004, 0.870) on improvement in participants' MC attitudes and reactions from Data Collections #1 to #3 and a medium effect (g = 0.393, 95% CI = 0.055, 0.941) from Data Collections #1 to #2. [ABSTRACT FROM AUTHOR]

Although researchers have found that patient weight bias negatively impacts health care professionals, research is limited on client weight bias toward counselors. Given that a client's perception of their counselor impacts the therapeutic alliance, more research is needed to understand client weight bias toward counselors. To fill this research gap, we conducted a quasi-experimental study examining people's weight bias toward a hypothetical counselor who was overweight, average weight, or underweight. Participants (N = 189) received a random assignment to a questionnaire featuring one of the three hypothetical counselors. Participants indicated their willingness to trust them, select them as a counselor, and follow their counsel. Results from a Welch ANOVA analysis showed a statistically significantly greater preference for average-weight and overweight counselors than those who are underweight. Additionally, the participants were less willing to follow counsel from overweight and underweight counselors. Implications for counselors are discussed. [ABSTRACT FROM AUTHOR]

A variety of teaching approaches have recently grown in popularity in counselor education, including flipped learning and online learning, yet no researchers have published comparisons of these course formats to traditional or active learning course formats in counselor education. In this study, we compared student course engagement in flipped, active lecture, and online course sections for same lifespan development counseling course. Flipped (n = 24) and active lecture (n = 44) participants reported statistically significantly higher engagement than online participants (n = 21). Flipped participants also reported non-significantly higher engagement than active lecture and online participants. These findings both support and contrast with previous research in other disciplines. [ABSTRACT FROM AUTHOR]