TPC Journal-Vol 10- Issue 2-FULL ISSUE

268 The Professional Counselor | Volume 10, Issue 2 In the implementation of a comprehensive school counseling program, school counselors are urged to use interventions like advisory councils (composed of representatives from all stakeholders, including students) to support student outcomes (ASCA, 2019b). However, the implementation of school-wide school counselor–led interventions lacks a specific focus on cultural responsiveness (Betters-Bubon et al., 2016). Therefore, in order to adequately support the academic, career, and personal/social development of all students within a school, school counselors are encouraged to collaborate with ancillary staff who can carry out interventions that meet these developmental outcomes (ASCA, 2019b). In fact, in the current study, a collaboration is explored to support a school counselor—who had a 700-to-1 caseload— with the indirect implementation of a classroom-based school counseling intervention to aid students’ social and emotional development. Counselor–Advocate–Scholar Model This study strategically drew upon the counselor–advocate–scholar (CAS) model to engage various school-based stakeholders in the deployment of a culturally sensitive classroom-based school counseling intervention. The CAS model is built on the presumption that counselors who solely use office-bound interventions are unfit to address issues of social injustice (Ratts, 2009). In other words, the issues that Black and Brown youth and other marginalized groups bring into session are not solely internal and are likely symptomatic of larger societal ills that need to be addressed through outside-of-office interventions. Therefore, building upon research that suggests community-based counseling practices are particularly useful in supporting historically marginalized groups (Bailey et al., 2007), Ratts (2009) posited that counselors must hold alternative counseling roles and use interventions outside of the office. The CAS model indicates counselors should have three roles: 1) the counselor, 2) the advocate, and 3) the scholar. The counselor role entails the use of culturally responsive approaches to in-office counseling, which assists clients in analyzing emotional experiences (Ratts & Greenleaf, 2018). Ratts and Pedersen (2014) defined the role of an advocate as leaving the four walls of the counseling office to advocate for interventions that transcend talk therapy and address larger systemic concerns. They described the scholar role as the ability to research and evaluate one’s own interventions to inform the development of best practices that support clients and their own advocacy efforts. Together these three roles form multicultural–social justice praxis , a reminder that counselors must transition between these roles to support clients in navigating internal and external forms of oppression (Ratts & Pedersen, 2014). Hip-Hop Culture In pursuit of using multicultural practice in schools, recent researchers have demonstrated that urban inner-city youth identify as part of hip-hop culture and have explored the use of hip-hop pedagogy (Adjapong, 2017; Adjapong & Emdin, 2015). Given the importance of school counselors honoring their students’ cultural knowledge (Hannon & Vereen, 2016), a hip-hop–based school counseling framework can be intentionally used to guide the implementation of the CAS model. Hip-hop culture is rooted in the corralling of a community to combat social inequities (Chang, 2005). The emergence of hip-hop culture was in direct response to the systemic and structural changes in the 1970s South Bronx (Caro, 1975; Chang, 2005). In the midst of an economic crisis, hip-hop culture was conceived by youth who critiqued and commented on social issues facing inner-city communities (Forman, 2002). To support the practice of hip-hop culture, hip-hop often exists within physical spaces, such as block parties, concerts, or recording studios (Harkness, 2014). Hip-Hop and Spoken Word Therapy Because of the growing influence of hip-hop culture, many scholars and practitioners have explored the power and potential of hip-hop lyric writing, analysis, and discussion as culturally responsive