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Teaching and Supervision in Counseling

Author ORCID Identifier

https://orcid.org/0000-0002-0765-9217

https://orcid.org/0000-0002-1963-3647

https://orcid.org/0009-0003-7378-3181

Author Biographies

Dr. Bagmi Das, PhD, LMFT is an assistant professor in Counseling and Human Development at The George Washington University. Her areas of scholarship include counselor training, family systems, and counseling and advocacy in immigrant and refugee individuals and families.

Dr. Maggie M Parker, PhD, LPC, BCS, RT-S, CCPT-S is an assistant professor in Counseling and Human Development at The George Washington University. Her areas of scholarship mental health needs of children and adolescents and developmental approaches to counseling, specifically the provision of play therapy services within school settings, and teaching play therapy skills to teachers and parents. Dr. Parker is also interested in exploring trauma, diversity, and expressive arts with children and adolescents.

Sarah Litt, MA, LPC, NCC is a graduate of the Clinical Mental Health Counseling program at The George Washington University and currently serves as a staff clinician at GWU's counseling and psychological services. Sarah will be starting a doctoral program in the Fall 2023 in Counselor Education and Supervision.

DOI

https://doi.org/10.7290/tsc06JlaD

Abstract

A critical piece of counselor education is enhancing counselors’ in training (CITs) multicultural competence. Concepts included in CIT cultural development include both developing empathy (Constantine, 2001) and dismantling color-blind racial attitudes` (Neville et al., 2013). Thus, this study presents multiple regression to explore the relationships between color blindness, empathy development, and critical consciousness of 166 counseling students. Results indicate that that empathy and color-blind attitudes have associations with some aspects of critical consciousness, but not sociopolitical participation. Implications for counselor education and directions for future research are discussed.

Public Significance Statement

This manuscript highlights that building empathy and moving students away from color-blind attitudes impact critical consciousness in CITs, but not to the extent that aligns with or counselor professional identities as advocates. Specifically, this research reveals a critical gap related to inspiring sociopolitical participation in CITs.

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