The Professional Counselor | Volume 14, Issue 2 219 Conclusion In this article, we have proposed our 3 Cs of ED Education and Training to address current gaps in ED education and enhance trainee preparedness across CE programs. Informed by existing literature, this framework incorporates essential elements of comprehensive ED treatment, including counselor self-awareness, cultural and contextual factors, and interdisciplinary practice. The flexibility of this framework allows educators to adapt current curricula to strengthen ED training in CE programs and to meet the needs of their students. Further research that tests a stand-alone course incorporating this framework is needed. The 3 Cs of ED Education and Training offer a path forward in remedying the salient gaps in ED education, ultimately advocating for more compassionate, ethical, and inclusive care across counseling settings. Conflict of Interest and Funding Disclosure The authors reported no conflict of interest or funding contributions for the development of this manuscript. References American Counseling Association. (2014). ACA code of ethics. https://www.counseling.org/docs/default-source/ default-document-library/ethics/2014-aca-code-of-ethics.pdf?sfvrsn=55ab73d0_1 Arcelus, J., Fernández-Aranda, F., & Bouman, W. P. (2017). Eating disorders and disordered eating in the LGBTQ population. In L. K. Anderson, S. B. Murray, & W. H. Kaye (Eds.), Clinical handbook of complex and atypical eating disorders (pp. 327–343). Oxford University Press. https://doi.org/10.1093/med-psych/9780190630409.003.0019 Babb, C., Jones, C. R. G., & Fox, J. R. E. (2022). Investigating service users’ perspectives of eating disorder services: A meta‐synthesis. Clinical Psychology and Psychotherapy, 29(4), 1276–1296. https://doi.org/10.1002/cpp.2723 Biang, A., Merlin‐Knoblich, C., & Lim, J. H. (2024). An exploration of counselors of color working in the eating disorder field. Journal of Counseling & Development, 102(4), 482–494. https://doi.org/10.1002/jcad.12532 Burke, N. L., Schaefer, L. M., Hazzard, V. M., & Rodgers, R. F. (2020). Where identities converge: The importance of intersectionality in eating disorders research. International Journal of Eating Disorders, 53(10), 1605–1609. https://doi.org/10.1002/eat.23371 Canady, V. A. (2023). Mounting anti‐LGBTQ+ bills impact mental health of youths. Mental Health Weekly, 33(15), 1–6. https://doi.org/10.1002/mhw.33603 Carney, J. M., & Scott, H. L. (2012). Eating issues in schools: Detection, management, and consultation with allied professionals. Journal of Counseling & Development, 90(3), 290–297. https://doi.org/10.1002/j.1556-6676.2012.00037.x Chan, C. D., Cor, D. N., & Band, M. P. (2018). Privilege and oppression in counselor education: An intersectionality framework. Journal of Multicultural Counseling and Development, 46(1), 58–73. https://doi.org/10.1002/jmcd.12092 Chow, D. L., Miller, S. D., Seidel, J. A., Kane, R. T., Thornton, J. A., & Andrews, W. P. (2015). The role of deliberate practice in the development of highly effective psychotherapists. Psychotherapy, 52(3), 337–345. https://doi.org/10.1037/pst0000015 Coffino, J. A., Udo, T., & Grilo, C. M. (2019). Rates of help-seeking in US adults with lifetime DSM-5 eating disorders: Prevalence across diagnoses and differences by sex and ethnicity/race. Mayo Clinic Proceedings, 94(8), 1415–1426. https://doi.org/10.1016/j.mayocp.2019.02.030 Council for the Accreditation of Counseling and Related Educational Programs. (2023). 2024 CACREP standards. https://www.cacrep.org/for-programs/2024-cacrep-standards
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