13 TPC Digest Eating disorders (EDs) are increasingly prevalent and pose major public health challenges. However, there are significant deficits in how counselor education programs prepare trainees to assess, conceptualize, and treat EDs. As a result, many counselors report feeling incompetent and distressed when working with clients struggling with EDs. This article proposes a conceptual framework, the 3 Cs of ED Education and Training, to enhance counselor trainee preparedness in this area. The 3 Cs are: 1) cultivating trainee self-awareness through practices like reflective journaling and deliberate skill development, 2) capturing contextual and sociocultural factors through centering of culturally responsive theories and approaches, and 3) collaborating with interdisciplinary professionals while strengthening counselors’ unique professional identity. Cultivating trainee self-awareness is vital because counselors must examine their own beliefs, assumptions, and emotional responses when treating EDs in order to avoid projecting biases or causing unintentional harm. Reflexive exercises and deliberate practice strategies focused on building specific ED counseling skills can facilitate this selfdiscovery and competency development process. Given the diversity of ED experiences across cultures, genders, and backgrounds, counselors must also learn to integrate contextual factors and sociocultural theories like intersectionality and relational–cultural therapy. These approaches deepen understanding of how systemic inequities and oppression shape one’s relationship to food and body image. Effective ED treatment also requires collaboration across disciplines such as medicine, psychology, and nutrition. Counselor educators should prepare trainees to effectively contribute their unique developmental, prevention-focused perspectives to these interdisciplinary teams while advocating for inclusion in the counseling profession. The authors provide specific examples of classroom activities and assignments aligned with each of the 3 Cs that counselor educators can incorporate into existing curricula, especially if offering a full course for EDs is not feasible. Potential challenges and future research directions are also discussed. Ultimately, the 3 Cs framework aims to bridge the gap in counselor training on EDs to ensure ethical, culturally competent care for this vulnerable population across treatment settings. We argue this enhanced preparedness is crucial for upholding professional standards and preventing further client harm from a lack of understanding around these complex, life-threatening disorders. Taylor J. Irvine, PhD, NCC, ACS, LMHC, is an assistant professor at Nova Southeastern University. Adriana C. Labarta, PhD, NCC, ACS, LMHC, is an assistant professor at Florida Atlantic University. Correspondence may be addressed to Taylor J. Irvine, Department of Counseling, Nova Southeastern University, 3300 S. University Dr., Maltz Bldg., Rm. 2041, Fort Lauderdale, FL 33328-2004, ti48@nova.edu. Taylor J. Irvine, Adriana C. Labarta Enhancing Counselor Trainee Preparedness for Treating Eating Disorders: 13 TPC Digest Recommendations for Counselor Educators
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