DIGEST-Volume-10-Issue-2-FULL ISSUE

9 TPC Digest ounselors are frequently called upon to be advocates for their clients and, more broadly, to advocate for the counseling profession. However, many new counselors struggle with integrating advocacy work in their counseling practice. One way to help emerging counselors get involved in their communities is through service learning. Service learning combines educational goals with advocacy to not only enhance students’ knowledge but provide opportunities to fulfill needs within the community. Service learning in and of itself is a form of social justice advocacy. This article provides an overview of service learning and identifies ways counselor educators may foster this form of advocacy within their curriculum. Suggestions for best practice are given, including the use of clear learning objectives, consistent monitoring of projects, and creating ongoing relationships with community partners. The authors also provide specific examples of service learning activities for use within Council for Accreditation of Counseling and Related Educational Programs (CACREP) core curricular areas, including professional orientation and ethical practice, social and cultural diversity, career development, helping relationships, and group work. Suggested projects include involvement with licensure boards and professional organizations at the state level, cultural immersion assignments, working with local employment agencies to remove barriers to employment, offering counseling skills on a suicide hotline, and various other volunteering opportunities to make change where it is needed. Although not previously emphasized within counselor training, service learning projects may be developed and implemented within a variety of core counseling content areas as suggested by CACREP. From an advocacy and social justice perspective, these projects may also provide students with multiple opportunities to experience the needs of clients and barriers to providing counseling services with diverse client populations. Ultimately, by utilizing service learning projects, counselor educators can help foster students’ advocacy and social justice identities, preparing them for work as responsible citizens and effective counselors. Kristen Arla Langellier, PhD, NCC, is an assistant professor at the University of South Dakota. Randall L. Astramovich, PhD, LCPC, is an associate professor at Idaho State University. Elizabeth A. Doughty Horn, PhD, LCPC, is a professor at Idaho State University. Correspondence may be addressed to Kristen Langellier, Division of Counseling and Psychology in Education, University of South Dakota, 414 E. Clark St., Vermillion, SD 57069, kristen.langellier@usd.edu. Kristen Arla Langellier, Randall L. Astramovich, Elizabeth A. Doughty Horn Infusing Service Learning Into the Counselor Education Curriculum | C