Attached is the documentation and the structure that it needs to be put into. Each part has the instructions as to what I need in each section. Please let me know if you have any questions.
Please note that everything in this document needs to be separated out like this and marked as such.
Make sure your research and writing are focused on prevention. What needs to happen to keep people from becoming homeless in the first place?
COUN 6785: Social Change in Action:
Prevention, Consultation, and Advocacy
Social Change Portfolio
Prevention of Homelessness in Ohio
[Insert your name here]
OVERVIEW
Keywords: [include the topic and location of your project here]
Prevention of Homelssness in Ohio
[This section will be completed last, submitted as a blog post during Week 11. Please complete this section using the headings below as a guide. Please write in full sentences using APA style. This section should be no longer than one page].
Goal Statement: [Your prevention-focused goal statement]
Significant Findings: [One paragraph summary of the population, problem, key findings and recommendations. This is like an abstract written for a scholarly research paper. Cite sources as needed]
Objectives/Strategies/Interventions/Next Steps: [At least five. Write these to guide professionals in the field. Include specific action items as well as at least one community-based partner agency, for example, the evidenced-based program in the Theories section].
INTRODUCTION
Prevention of Homelssness in Ohio
[Please provide an introductory paragraph about your Social Change Portfolio topic here. This should just be one paragraph somewhat similar to an abstract that includes about 5 to 8 sentences introducing your topic and location. Please write in full sentences using APA style].
PART 1: SCOPE AND CONSEQUENCES
Prevention of Homelssness in Ohio
ANSWER THIESE QUESTIONS
· The target problem you identified within your community. Select only one problem. This needs to be a public health/mental health problem that can be addressed through prevention.
· Describe the scope of the problem, such as, the prevalence rates in your community, how those rates compare to national averages, and information about trends. Focus on local trends if available but if local data is not available, then describe national trends. For your project, trends refers to whether rates are increasing or decreasing or if there are other changes in the problem over time.
· Describe the consequences of this problem in your community including physical health consequences, mental health consequences, social/educational/family consequences, and economic consequences.
· Provide a one sentence goal statement for your Social Change Portfolio
·
· Please write in full sentences using APA 7 style.
PART 2: SOCIAL-ECOLOGICAL MODEL
Prevention of Homelssness in Ohio
Provide a summary of the Social-Ecological Model to start this section (2-3 sentences are plenty). This is where you demonstrate your mastery of the course content, so explaining the SEM accomplishes that goal. Be sure to cite the learning resources as you describe the model in your paper.
· Regarding the community target problem you chose, describe risk AND protective factors for each of the following: (Please make sure they are separate entries.
· individual,
· peer,
· family,
· school,
· community/cultural levels according to the social-ecological model.
Please write in full sentences using APA 7 style].
PART 3: THEORIES OF PREVENTION
Prevention of Homelssness in Ohio
include the following:
· 1 or 2 theories that you can apply to a prevention program to address the target problem you identified in Week 2 and justify why this theory(ies) is/are appropriate for the problem and population you have identified
· Briefly summarize research support for the theory or theories you chose
· Identify an existing evidence-based program for this target problem
·
Please write in full sentences using APA 7 style].
PART 4: DIVERSITY AND ETHICAL CONSIDERATIONS
Prevention of Homelssness in Ohio
· Conduct a literature review and/or a review of local public health data to identify a specific population (such as LGBT, ethnic minority, etc.) that is affected by the target problem in your community. Cite at least 2 peer-reviewed sources. For example, if your target problem is teenage substance abuse then your broad population is teens. Then, include the following:
· Identify a particular subgroup within that population (e.g., males, a specific ethnic minority group, etc.) that is impacted by this problem in a different way or at increased rates.
· Describe the unique impact or different rates of the problem among this group.
· Based on your research, briefly describe 2 to 3 mechanisms to increase the cultural relevance of a prevention program with the identified population.
· Briefly describe some of the core ethical considerations in prevention programming for this target problem in your community including stakeholder collaboration, informed consent, and confidentiality.
PART 5: ADVOCACY
Prevention of Homelssness in Ohio
· According to the last domain of the MSJCC guidelines (i.e., IV. Counseling and Advocacy Interventions), identify barriers to addressing the target problem at institutional, community, and public policy levels.
· According to the last domain of the MSJCC guidelines (i.e., IV. Counseling and Advocacy Interventions), identify one advocacy action to take to address the target problem at each of the following levels: institutional, community, and public policy levels and further explain why each of these actions might be effective.
Please write in full sentences using APA 7 style formatting. Will provide a PDF of the document to be used with this section – Multicultural and Social Justice Counseling Competencies
REFERENCES
[Please include all references here using APA 7 style formatting].
Multicultural and Social Justice Counseling Competencies
Developed by
The Multicultural Counseling Competencies Revisions Committee:
Dr. Manivong J. Ratts, chair (Seattle University)
Dr. Anneliese A. Singh (University of Georgia)
Dr. Sylvia Nassar-McMillan (North Carolina State University),
Dr. S. Kent Butler (University of Central Florida)
Julian Rafferty McCullough (Georgia State University)
Appointed by
Dr. Carlos Hipolito-Delgado
President, Association for Multicultural Counseling and Development (2014-2015)
Endorsed on June 29, 2015 by
Association for Multicultural Counseling and Development Executive Council
A Division of the American Counseling Association
Endorsed on July 20, 2015 by
American Counseling Association Governing Council
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Table of Contents
1. Overview………………………………………………………………………………3
2. Multicultural and Social Justice Counseling Competencies Conceptual Framework…4
3. Multicultural and Social Justice Counseling Competencies…………..……………5-14
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Multicultural and Social Justice Counseling Competencies
The Multicultural and Social Justice Counseling Competencies (MSJCC), which
revises the Multicultural Counseling Competencies (MCC) developed by Sue,
Arredondo, and McDavis (1992) offers counselors a framework to implement
multicultural and social justice competencies into counseling theories, practices, and
research. A conceptual framework (See Figure 1) of the MSJCC is provided to illustrate a
visual map of the relationship between the constructs and competencies being articulated
within the MSJCC. Moreover, quadrants are used to highlight the intersection of
identities and the dynamics of power, privilege, and oppression that influence the
counseling relationship. Developmental domains reflect the different layers that lead to
multicultural and social justice competence: (1) counselor self-awareness, (2) client
worldview, (3) counseling relationship, and (4) counseling and advocacy interventions.
Embedded within the first three developmental domains of the MSJCC are the following
aspirational competencies: attitudes and beliefs, knowledge, skills, and action (AKSA).
The socioecological model is incorporated within the counseling and advocacy
interventions domain to provide counselors a multilevel framework for individual
counseling and social justice advocacy.
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Figure 1
Multicultural and Social Justice Counseling Competencies
Figure 1: Multicultural and Social Justice Counseling Competencies Retrieved from
http://www.counseling.org/knowledge-center/competencies. Copyright 2015 by M.J. Ratts, A.A.
Singh, S. Nassar-McMillan, S.K. Butler, & J.R. McCullough. Reprinted with permission.
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Multicultural and Social Justice Counseling Competencies
I. Counselor Self-Awareness
Privileged and marginalized counselors develop self-awareness, so that they may
explore their attitudes and beliefs, develop knowledge, skills, and action relative
to their self-awareness and worldview.
1. Attitudes and beliefs: Privileged and marginalized counselors are aware of
their social identities, social group statuses, power, privilege, oppression,
strengths, limitations, assumptions, attitudes, values, beliefs, and biases.
Multicultural and social justice competent counselors:
• Acknowledge their assumptions, worldviews, values, beliefs, and biases as
members of privileged and marginalized groups.
• Acknowledge their privileged and marginalized status in society.
• Acknowledge their privileged and marginalized status influences their
worldview.
• Acknowledge their privileged and marginalized status provides
advantages and disadvantages in society.
• Acknowledge openness to learning about their cultural background as well
as their privileged and marginalized status.
2. Knowledge: Privileged and marginalized counselors possess an understanding
of their social identities, social group statuses, power, privilege, oppression,
strengths, limitations, assumptions, attitudes, values, beliefs, and biases.
Multicultural and social justice competent counselors:
• Develop knowledge of resources to become aware of their assumptions,
worldviews, values, beliefs, biases, and privileged and marginalized
status.
• Develop knowledge about the history and events that shape their
privileged and marginalized status.
• Develop knowledge of theories that explain how their privileged and
marginalized status influences their experiences and worldview.
• Develop knowledge of how their privileged and marginalized status leads
to advantages and disadvantages in society.
3. Skills: Privileged and marginalized counselors possess skills that enrich their
understanding of their social identities, social group statuses, power, privilege,
oppression, limitations, assumptions, attitudes, values, beliefs, and biases.
Multicultural and social justice competent counselors:
• Acquire reflective and critical thinking skills to gain insight into their
assumptions, worldviews, values, beliefs, biases, and privileged and
marginalized status.
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• Acquire communication skills to explain how their privileged and
marginalized status influences their worldview and experiences.
• Acquire application skills to interpret knowledge of their privileged and
marginalized status in personal and professional settings.
• Acquire analytical skills to compare and contrast their privileged and
marginalized status and experiences to others.
• Acquire evaluation skills to assess the degree to which their privileged and
marginalized status influences their personal and professional experiences.
4. Action: Privileged and marginalized counselors take action to increase self-
awareness of their social identities, social group statuses, power, privilege,
oppression, strengths, limitations, assumptions, attitudes, values, beliefs, and
biases.
Multicultural and social justice competent counselors:
• Take action to learn about their assumptions, worldviews, values, beliefs,
biases, and culture as a member of a privileged and marginalized group.
• Take action to seek out professional development opportunities to learn
more about themselves as a member of a privileged or marginalized group.
• Take action to immerse themselves in their community to learn about how
power, privilege, and oppression influence their privileged and
marginalized experiences.
• Take action to learn about how their communication style is influenced by
their privileged and marginalized status.
II. Client Worldview
Privileged and marginalized counselors are aware, knowledgeable, skilled, and
action-oriented in understanding clients’ worldview.
1. Attitudes and beliefs: Privileged and marginalized counselors are aware of
clients’ worldview, assumptions, attitudes, values, beliefs, biases, social
identities, social group statuses, and experiences with power, privilege, and
oppression.
Multicultural and social justice competent counselors:
• Acknowledge a need to possess a curiosity for privileged and marginalized
clients’ history, worldview, cultural background, values, beliefs, biases,
and experiences.
• Acknowledge that identity development influences the worldviews and
lived experiences of privileged and marginalized clients.
• Acknowledge their strengths and limitations in working with clients from
privileged and marginalized groups.
• Acknowledge that learning about privileged and marginalized clients may
sometimes be an uncomfortable or unfamiliar experience.
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• Acknowledge that learning about clients’ privileged and marginalized
status is a lifelong endeavor.
• Acknowledge the importance of reflecting on the attitudes, beliefs,
prejudices, and biases they hold about privileged and marginalized clients.
• Acknowledge that there are within-group differences and between group
similarities and differences among privileged and marginalized clients.
• Acknowledge clients’ communication style is influenced by their
privileged and marginalized status.
2. Knowledge: Privileged and marginalized counselors possess knowledge of
clients’ worldview, assumptions, attitudes, values, beliefs, biases, social
identities, social group statuses, and experiences with power, privilege, and
oppression.
Multicultural and social justice competent counselors:
• Develop knowledge of historical events and current issues that shape the
worldview, cultural background, values, beliefs, biases, and experiences of
privileged and marginalized clients.
• Develop knowledge of how stereotypes, discrimination, power, privilege,
and oppression influence privileged and marginalized clients.
• Develop knowledge of multicultural and social justice theories, identity
development models, and research pertaining to the worldview, culture,
and life experiences of privileged and marginalized clients.
• Develop knowledge of their strengths and limitations in working with
clients from privileged and marginalized groups.
• Develop knowledge of how to work through the discomfort that comes
with learning about privileged and marginalized clients.
• Develop a lifelong plan to acquire knowledge of clients’ privileged and
marginalized status.
• Develop knowledge of the attitudes, beliefs, prejudices, and biases they
hold about privileged and marginalized clients.
• Develop knowledge of the individual, group, and universal dimensions of
human existence of their privileged and marginalized clients.
• Develop knowledge of the communication style of their privileged and
marginalized client (e.g., high context vs. low context communication, eye
contact, orientation to time and space, etc.).
3. Skills: Privileged and marginalized counselors possess skills that enrich their
understanding of clients’ worldview, assumptions, attitudes, values, beliefs,
biases, social identities, social group statuses, and experiences with power,
privilege, and oppression.
Multicultural and social justice competent counselors:
• Acquire culturally responsive evaluation skills to analyze how historical
events and current issues shape the worldview, cultural background,
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values, beliefs, biases, and experiences of privileged and marginalized
clients.
• Acquire culturally responsive critical thinking skills to gain insight into
how stereotypes, discrimination, power, privilege, and oppression
influence privileged and marginalized clients.
• Acquire culturally responsive application skills to apply knowledge of
multicultural and social justice theories, identity development models, and
research to one’s work with privileged and marginalized clients.
• Acquire culturally responsive assessment skills to identify limitations and
strengths when working with privileged and marginalized clients.
• Acquire culturally responsive reflection skills needed to work through the
discomfort that comes with learning about privileged and marginalized
clients.
• Acquire culturally responsive conceptualization skills to explain how
clients’ privileged and marginalized status influence their culture,
worldview, experiences, and presenting problem.
• Acquire culturally responsive analytical skills to interpret the attitudes,
beliefs, prejudices, and biases they hold about privileged and marginalized
clients.
• Acquire culturally responsive conceptualization skills to identify the
individual, group, and universal dimensions of human existence of
privileged and marginalized clients.
• Acquire culturally responsive cross-cultural communication skills to
interact with privileged and marginalized clients.
4. Action: Privileged and marginalized counselors take action to increase self-
awareness of clients’ worldview, assumptions, attitudes, values, beliefs,
biases, social identities, social group statuses, and experiences with power,
privilege, and oppression.
Multicultural and social justice competent counselors:
• Take action by seeking out formal and informal opportunities to engage in
discourse about historical events and current issues that shape the
worldview, cultural background, values, beliefs, biases, and experiences of
privileged and marginalized clients.
• Take action by attending professional development trainings to learn how
stereotypes, discrimination, power, privilege, and oppression influence
privileged and marginalized clients.
• Take action by applying multicultural and social justice theories, identity
development models, and research to one’s work with privileged and
marginalized clients.
• Take action by assessing ones limitations and strengths when working
with privileged and marginalized clients on a consistent basis.
• Take action by immersing oneself in the communities in which privileged
and marginalized clients reside to work through the discomfort that comes
with learning about privileged and marginalized clients.
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• Take action by using language to explain how clients’ privileged and
marginalized status influence their culture, worldview, experiences, and
presenting problem.
• Take action by pursuing culturally responsive counseling to explore the
attitudes, beliefs, prejudices, and biases they hold about privileged and
marginalized clients.
• Take action by collaborating with clients to identify the individual, group,
and universal dimensions of human existence that shape the identities of
privileged and marginalized clients.
• Take action by consistently demonstrating cross-cultural communication
skills required to effectively interact with privileged and marginalized
clients.
III. Counseling Relationship
Privileged and marginalized counselors are aware, knowledgeable, skilled, and
action-oriented in understanding how client and counselor privileged and
marginalized statuses influence the counseling relationship.
1. Attitudes and beliefs: Privileged and marginalized counselors are aware of
how client and counselor worldviews, assumptions, attitudes, values, beliefs,
biases, social identities, social group statuses, and experiences with power,
privilege, and oppression influence the counseling relationship.
Multicultural and social justice competent counselors:
• Acknowledge that the worldviews, values, beliefs and biases held by
privileged and marginalized counselors and clients will positively or
negatively influence the counseling relationship.
• Acknowledge that counselor and client identity development shapes the
counseling relationship to varying degrees for privileged and marginalized
clients.
• Acknowledge that the privileged and marginalized status of counselors
and clients will influence the counseling relationship to varying degrees.
• Acknowledge that culture, stereotypes, discrimination, power, privilege,
and oppression influence the counseling relationship with privileged and
marginalized group clients.
• Acknowledge that the counseling relationship may extend beyond the
traditional office setting and into the community.
• Acknowledge that cross-cultural communication is key to connecting with
privileged and marginalized clients.
2. Knowledge: Privileged and marginalized counselors possess knowledge of
how client and counselor worldviews, assumptions, attitudes, values, beliefs,
biases, social identities, social group statuses, and experiences with power,
privilege, and oppression influence the counseling relationship.
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Multicultural and social justice competent counselors:
• Develop knowledge of the worldviews, values, beliefs and biases held by
privileged and marginalized counselors and clients and its influence on the
counseling relationship.
• Develop knowledge of identity development theories and how they
influence the counseling relationship with privileged and marginalized
clients.
• Develop knowledge of theories explaining how counselor and clients’
privileged and marginalized statuses influence the counseling relationship.
• Develop knowledge of how culture, stereotypes, discrimination, power,
privilege, and oppression strengthen and hinder the counseling
relationship with privileged and marginalized clients.
• Develop knowledge of when to use individual counseling and when to use
systems advocacy with privileged and marginalized clients.
• Develop knowledge of cross-cultural communication theories when
working with privileged and marginalized clients.
3. Skills: Privileged and marginalized counselors possess skills to engage in
discussions with clients about how client and counselor worldviews,
assumptions, attitudes, values, beliefs, biases, social identities, social group
statuses, power, privilege, and oppression influence the counseling
relationship.
Multicultural and social justice competent counselors:
• Acquire assessment skills to determine how the worldviews, values,
beliefs and biases held by privileged and marginalized counselors and
clients influence the counseling relationship.
• Acquire analytical skills to identify how the identity development of
counselors and clients influence the counseling relationship.
• Acquire application skills to apply knowledge of theories explaining how
counselor and clients’ privileged and marginalized statuses influence the
counseling relationship.
• Acquire assessment skills regarding how culture, stereotypes, prejudice,
discrimination, power, privilege, and oppression influence the counseling
relationship with privileged and marginalized clients.
• Acquire evaluation skills to determine when individual counseling or
systems advocacy is needed with privileged and marginalized clients.
• Acquire cross-cultural communication skills to connect with privileged
and marginalized clients.
4. Action: Privileged and marginalized counselors take action to increase their
understanding of how client and counselor worldviews, assumptions,
attitudes, values, beliefs, biases, social identities, social group statuses, and
experiences with power, privilege, and oppression influence the counseling
relationship.
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Multicultural and social justice competent counselors:
• Take action by initiating conversations to determine how the worldviews,
values, beliefs and biases held by privileged and marginalized counselors
and clients influence the counseling relationship.
• Take action by collaborating with clients to identify the ways that
privileged and marginalized counselor and client identity development
influence the counseling relationship.
• Take action by exploring how counselor and clients’ privileged and
marginalized statuses influence the counseling relationship.
• Take action by inviting conversations about how culture, stereotypes,
prejudice, discrimination, power, privilege, and oppression influence the
counseling relationship with privileged and marginalized clients.
• Take action by collaborating with clients to determine whether individual
counseling or systems advocacy is needed with privileged and
marginalized clients.
• Take action by using cross-communication skills to connect with
privileged and marginalized clients.
IV. Counseling and Advocacy Interventions
Privileged and marginalized counselors intervene with, and on behalf, of clients at
the intrapersonal, interpersonal, institutional, community, public policy, and
international/global levels.
A. Intrapersonal: The individual characteristics of a person such as knowledge,
attitudes, behavior, self-concept, skills, and developmental history.
Intrapersonal Interventions: Privileged and marginalized counselors address the
intrapersonal processes that impact privileged and marginalized clients.
Multicultural and social justice competent counselors:
• Employ empowerment-based theories to address internalized privilege
experienced by privileged clients and internalized oppression experienced by
marginalized clients.
• Assist privileged and marginalized clients develop critical consciousness by
understanding their situation in context of living in an oppressive society.
• Assist privileged and marginalized clients in unlearning their privilege and
oppression.
• Assess the degree to which historical events, current issues, and power,
privilege and oppression contribute to the presenting problems expressed by
privileged and marginalized clients.
• Work in communities to better understand the attitudes, beliefs, prejudices,
and biases held by privileged and marginalized clients.
• Assist privileged and marginalized clients with developing self-advocacy
skills that promote multiculturalism and social justice.
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• Employ quantitative and qualitative research to highlight inequities present in
current counseling literature and practices in order to advocate for systemic
changes to the profession.
B. Interpersonal: The interpersonal processes and/or groups that provide individuals
with identity and support (i.e. family, friends, and peers).
Interpersonal Interventions: Privileged and marginalized counselors address the
interpersonal processes that affect privileged and marginalized clients.
Multicultural and social justice competent counselors:
• Employs advocacy to address the historical events and persons that shape and
influence privileged and marginalized client’s developmental history.
• Examines the relationships privileged and marginalized clients have with
family, friends, and peers that may be sources of support or non-support.
• Assist privileged and marginalized clients understand that the relationships
they have with others may be influenced by their privileged and marginalized
status.
• Assist privileged and marginalized clients with fostering relationships with
family, friends, and peers from the same privileged and marginalized group.
• Reach out to collaborate with family, friends, and peers who will be a source
of support for privileged and marginalized clients.
• Assist privileged and marginalized clients in developing communication skills
to discuss issues of power, privilege, and oppression with family, friends,
peers, and colleagues.
• Employ evidenced-based interventions that align with the cultural background
and worldview of privileged and marginalized clients.
C. Institutional: Represents the social institutions in society such as schools,
churches, community organizations.
Institutional Interventions: Privileged and marginalized counselors address
inequities at the institutional level.
Multicultural and social justice competent counselors:
• Explore with privileged and marginalized clients the extent to which social
institutions are supportive.
• Connect privileged and marginalized clients with supportive individuals
within social institutions (e.g., schools, businesses, church, etc.) who are able
to help alter inequities influencing marginalized clients.
• Collaborate with social institutions to address issues of power, privilege, and
oppression impacting privilege and marginalized clients.
• Employ social advocacy to remove systemic barriers experienced by
marginalized clients within social institutions.
• Employ social advocacy to remove systemic barriers that promote privilege
that benefit privileged clients.
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• Balance individual counseling with systems level social advocacy to address
inequities that social institutions create that impede on human growth and
development.
• Conduct multicultural and social justice based research to highlight the
inequities that social institutions have on marginalized clients and that benefit
privileged clients.
D. Community: The community as a whole represents the spoken and unspoken
norms, value, and regulations that are embedded in society. The norms, values,
and regulations of a community may either be empowering or oppressive to
human growth and development.
Community Interventions: Privileged and marginalized address community
norms, values, and regulations that impede on the development of individuals,
groups, and communities.
Multicultural and social justice competent counselors:
• Take initiative to explore with privileged and marginalized clients regarding
how community norms, values, and regulations embedded in society that
hinder and contribute to their growth and development.
• Conduct qualitative and quantitative research to evaluate the degree to which
community norms, values, and regulations influence privileged and
marginalized clients.
• Employ social advocacy to address community norms, values, and regulations
embedded in society that hinder the growth and development of privileged
and marginalized clients.
• Utilize the norms, values and regulations of the marginalized client to shape
the community norms, values, and regulations of the privileged client.
E. Public Policy: Public policy reflects the local, state, and federal laws and policies
that regulate or influence client human growth and development.
Public Policy Interventions: Privileged and marginalized counselors address
public policy issues that impede on client development with, and on behalf of
clients.
Multicultural and social justice competent counselors:
• Initiate discussions with privileged and marginalized clients regarding how
they shape and are shaped by local, state, and federal laws and policies.
• Conduct research to examine how local, state, and federal laws and policies
contribute to or hinder the growth and development of privileged and
marginalized clients.
• Engage in social action to alter the local, state, and federal laws and policies
that benefit privileged clients at the expense of marginalized clients.
• Employ social advocacy to ensure that local, state, and federal laws and
policies are equitable toward privileged and marginalized clients.
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• Employ social advocacy outside the office setting to address local, state, and
federal laws and policies that hinder equitable access to employment,
healthcare, and education for privileged and marginalized clients.
• Assist with creating local, state, and federal laws and policies that promote
multiculturalism and social justice.
• Seek out opportunities to collaborate with privileged and marginalized clients
to shape local, state, and federal laws and policies.
F. International and Global Affairs: International and global concerns reflect the
events, affairs, and policies that influence psychological health and well-being.
International and Global Affairs Interventions: Privileged and marginalized
counselors address international and global events, affairs and polices that impede
on client development with, and on behalf of, clients.
Multicultural and social justice competent counselors:
• Stay current on international and world politics and events.
• Seek out professional development to learn about how privileged and
marginalized clients influence, and are influenced by, international and global
affairs.
• Acquire knowledgeable of historical and current international and global
affairs that are supportive and unsupportive of privileged and marginalized
clients.
• Learn about the global politics, policies, laws, and theories that influence
privileged and marginalized clients.
• Utilize technology to interact and collaborate with international and global
leaders on issues influencing privileged and marginalized clients.
• Take initiative to address international and global affairs to promote
multicultural and social justice issues.
• Utilize research to examine how international and global affairs impact
privileged and marginalized clients.