The Professional Counselor | Volume 13, Issue 1 23 students’ socioemotional development (Stover et al., 2022). If counselor educators feel inadequate to teach trauma counseling or trauma-informed practices, they should seek additional training and consultation to increase their awareness, knowledge, and skills about trauma-informed curricula and approaches (Moh & Sperandio, 2022). Conclusion The aim of this article is to provide an understanding of racial trauma and its impact on the psychological and emotional well-being of BIPOC communities and provide recommendations for the counseling profession. Intentional practices, strategies, and approaches are needed to help reduce the impact of racial trauma experienced by BIPOC individuals and communities. Therefore, it is imperative for CITs, licensed professional mental health counselors, school counselors, counselor educators, and supervisors to be well-equipped to address racial trauma concerns. Failure of the counseling profession to address racial trauma concerns deepens the psychological and emotional injuries of racial trauma. Therefore, curricula for CITs should be adapted to best prepare the next generation of counselors to aid with and mitigate the lasting impacts of racially motivated trauma inflicted on BIPOC individuals and communities. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References Adames, H. Y., Chavez-Dueñas, N. Y., Lewis, J. A., Neville, H. A., French, B. H., Chen, G. A., & Mosley, D. V. (2023). Radical healing in psychotherapy: Addressing the wounds of racism-related stress and trauma. Psychotherapy, 60(1), 39–50. https://doi.org/10.1037/pst0000435 American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/resources/aca-codeof-ethics.pdf American Foundation for Suicide Prevention. (2020). Suicide statistics. https://afsp.org/suicide-statistics American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American School Counselor Association. (2016). The school counselor and trauma-informed practice. ASCA Position Statements. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCAPosition-Statements/The-School-Counselor-and-Trauma-Informed-Practice American School Counselor Association. (2020). Eliminating racism and bias in schools: The school counselor’s role. School Counseling Standards in Practice. https://www.schoolcounselor.org/getmedia/542b085a-7eda48ba-906e-24cd3f08a03f/SIP-Racism-Bias.pdf American School Counselor Association. (2021). The school counselor and anti-racist practices. ASCA Position Statements. https://www.schoolcounselor.org/Standards-Positions/Position-Statements/ASCA-PositionStatements/The-School-Counselor-and-Anti-Racist-Practices American School Counselor Association. (2022). ASCA ethical standards for school counselors. https://www.schoolco unselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf Anderson, R. E., & Stevenson, H. C. (2019). RECASTing racial stress and trauma: Theorizing the healing potential of racial socialization in families. American Psychologist, 74(1), 63–75. https://doi.org/10.1037/amp0000392
RkJQdWJsaXNoZXIy NDU5MTM1