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Objective: To compare physical activity (PA) behaviors and perceived benefits and barriers among lesbian, gay, bisexual, transgender, and queer (LGBTQ+) and non-LGBTQ+ college students. Participants: Participants were 406 college students. Methods: Surveys assessed PA behaviors and perceptions of PA among college students. Multivariate ANOVA assessed differences in PA behaviors and perceptions of PA. Results: LGBTQ+ students (n = 71) engaged in 17% less aerobic PA and 42% less resistance training than their counterparts (n = 335; both p < 0.05). LGBTQ+ students reported 6.5% lower total Exercise Benefits and Barriers Scale scores and 13.3% higher Barriers Scale scores (both p < 0.05). Conclusions: LGBTQ+ college students are at higher risk of not meeting PA guidelines than non-LGBTQ+ students. More perceived barriers and fewer perceived benefits to PA may contribute to this disparity. Identification of LGBTQ+-specific barriers to PA among college students is needed to inform programming to increase PA among this at-risk community.

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.

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.

The Association for Specialists in Group Work's (ASGW) Special Initiatives Committee created a document offering 10 strategies for intentionally using group work to transform hate, facilitate courageous conversations, and enhance community building. Group workers can utilize these methods and resources to promote diversity, equity, and inclusion among group members in all types of groups and in various settings. These strategies provide a road map for group workers to use in navigating the complex process of unifying diverse individuals in a way that celebrates their commonalities and differences, while fostering difficult conversations in various group settings.

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.

The intergroup dialogue (IGD) process involves individuals and facilitators with diverse social identities intentionally coming together to explore divergent and shared values and experiences. It is widely accepted that IGD serves as a meaningful and transformative process for individuals with diverse social identities; yet, professional understanding of the various applications of IGD remains minimal. This article summarizes existing IGD literature, and calls for specific research efforts which hold promise for deepening the understanding of IGD in the field of counseling.

In 2014, the Association for Multicultural Counseling and Development (AMCD) appointed a committee to revise the Multicultural Counseling Competencies developed by Sue, Arredondo, and McDavis in 1992 and operationalized by Arredondo et al. in 1996. This article reflects the updated competencies, titled the Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts, Singh, Nassar-McMillan, Butler, & McCullough, 2015a), which were endorsed by AMCD on June 29, 2015, and by the American Counseling Association on July 20, 2015. A conceptual framework of the MSJCC visually depicts the relationships among the competencies' key constructs: multicultural and social justice praxis, quadrants, domains, and competencies. Implications are discussed.

Infusing critical race theory, the authors discuss specific pedagogical strategies to enhance educational experiences of counselor trainees. The authors then provide an evaluative checklist to facilitate and evaluate curricular integration of critical race theory.

The special issue of Professional School Counseling on 'School Counselors Transforming Schools for Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Students' contains six empirical studies practicing school counselors and school counselor educators can use to inform their own training and refine their interventions with LGBTQ students in order to transform the school environment into an affirming one for LGBTQ students., This special issue of Professional School Counseling (PSC) explores the specific roles school counselors have when seeking to transform their schools so they are welcoming and safer environments for lesbian, [...]