TPC-Journal-V2-Issue1

The Professional Counselor \Volume 2, Issue 1 55 Critical approaches offer tremendous potential for enhancing the process and content of existing counselor education and supervision curricula so as to better meet the training needs of diverse students and ultimately the clients and communities they will serve. The time to delve more deeply into transformational practices in our field is now (Ratts & Wood, 2011). It has been five years since Smith et al. (2006) heralded the end of the debate on multicultural education, validated its value in training and called for research to examine the efficacy of theoretically grounded pedagogical interventions in multicultural education. A review of the literature points to the efficacy of critical theory in social justice pedagogy. This offers a sound basis for incorporating critical pedagogical strategies now, while collective efforts to fully investigate the effectiveness of critical pedagogy are undertaken to advance the most efficacious training within the field of counselor education and supervision. References American Counseling Association (2005). ACA code of ethics. Washington, DC: Author. Arredondo, P., & Perez, P. (2003). Expanding multicultural competence through social justice leadership. The Counseling Psychologist, 31 , 282–289. Arthur, N., & Achenbach, K. (2002). Developing multicultural counseling competence through experiential learning. Counselor Education and Supervision , 42 , 2–15. Beilke, J. R. (Spring 2005). Whose world is this? Multicultural Education , 12 , 2–7. Bemak, F., Chi-Ying Chung, R., Talleyrand, R.M., Jones, H., & Daquin, J. (2011). Implementing multicultural social justice strategies in counselor education training programs. Journal for Social Action in Counseling and Psychology , 3 , 29–43. Broido, E. M. (2000). The development of social justice allies during college: A phenomenological investigation. Journal of College Student Development , 41 , 3–18. Brubaker, M. D., Puig, A., Reese, R. F., & Young, J. (2010). Integrating social justice into counseling theories pedagogy: A case example. Counselor Education and Supervision , 50 , 88–102. Burnett, J. A., Hamel, D., & Long, L. L. (2004). Service learning in graduate counselor education: Developing multicultural counseling competency. Journal of Multicultural Counseling and Development , 32, 180–191. Chan, C. S., & Treacy, M. J. (1996). Resistance in multicultural courses: Student, faculty, and classroom dynamics. American Behavioral Scientist , 40 , 212–221. Chang, C. Y., Crethar, H. C., & Ratts, M. J. (2010). Social justice: A national imperative for counselor education and supervision [Special issue]. Counselor Education and Supervision, 50, 82–87. Chizhik, E. W., & Chizhik, A. W. (2002). Decoding the language of social justice: What do “privilege” and “oppression” really mean? Journal of College Student Development, 43 , 792–807. Coleman, M. N. (2006). Critical incidents in multicultural training: An examination of student experiences. Journal of Multicultural Counseling and Development, 34, 168–182. Constantine, M. G., Hage, S. M., Kindaichi, M. M., & Bryant, R. M. (2007). Social justice and multicultural issues: Implications for the practice and training of counselors and counseling psychologists. Journal of Counseling & Development, 85 , 24–29. Cornelius, D. (1998). Walking the walk: Socializing students to social activism. Teaching Sociology, 26, 190–197 . Council for Accreditation of Counseling and Related Educational Programs. (2009). 2009 CACREP standards . Alexandria, VA: Author. Díaz-Lázaro, C. M., & Cohen, B. B. (2001). Cross-cultural contact in counseling training. Journal of Multicultural Counseling and Development , 29, 41–56. Dickson, G. L., & Jepsen, D. A. (2007). Multicultural training experiences as predictors of multicultural competencies: Students’ perspectives. Counselor Education and Supervision , 47, 76–95. Dinsmore, J. A., & England, J. T. (1996). A study of multicultural counseling training at CACREP-accredited counselor education programs. Counselor Education and Supervision, 36, 58–76. Enns, C. Z., & Forrest, L. M. (2005). Toward defining and integrating multicultural and feminist pedagogies. In C. Z. Enns & A. L. Sinacore (Eds.), Teaching and social justice: Integrating multicultural and feminist theories in the classroom (pp. 3–23). Washington, DC: American Psychological Association.