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Teaching and Supervision in Counseling

Author Biographies

Emily C. Brown, PhD, LPC, RPT-S, NCC is an Associate Professor at the University of Missouri - St. Louis. Her research interests include counseling for children experiencing loss, crisis, and trauma, particularly suicidality. https://orcid.org/0000-0002-2376-0497

Mary Edwin, PhD, LPC, NCC, CCTP, is an Assistant Professor at the University of Missouri - St. Louis. Her research interests include career development across the lifespan and school counselor development. https://orcid.org/0000-0002-3542-5856

Lucy Purgason, PhD, LSC, ACS is an Assistant Professor at Oregon State University - Cascades. Her research interests include recognizing and harnessing the cultural strengths of students and their families. In addition, she also pursues scholarship related to mentoring and supervision, with a specific emphasis on relational-cultural approaches. https://orcid.org/0000-0002-0679-664X

DOI

https://doi.org/10.7290/tsc06kemk

Abstract

The purpose of this article is to provide school counselor educators with strategies to effectively prepare school counselors to implement culturally responsive suicide intervention in their roles as educator-counselors. Informed by two theoretical models, The Attitudinal Components of Professional Development (Evans, 2002) and the Cultural Model of Suicide (Chu et al., 2010), the authors share strategies for building self-awareness, teaching about culturally responsive practices, using case studies, and delivering course-specific instruction in multiple classes: ethics, assessment, lifespan development, foundations of school counseling, and clinical courses. The provided strategies help school counselor educators promote reflection, increase knowledge, and enhance skill development to leverage the counselor and educator identity of school counselors to engage in culturally responsive suicide prevention and intervention work.

Public Significance Statement

This article provides strategies that school counselor educators can use to intentionally train school counselors for culturally informed suicide response. School counselors need awareness, knowledge, and skills for suicide response in their role as educator-counselor to address the mental health needs of culturally diverse youth.

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