Advocacy for the Counseling Profession: Why It Matters

Introduction and Objective

The objective of this paper is to describe the need for advocacy for the counseling profession in clear terms, outlining the benefits advocacy provides to the profession as a whole, and to discuss the consequences of insufficient advocacy. Finally, it describes how a master's-level counselor education program may incorporate advocacy training into its curriculum and extracurricular activities. The perspective of creativity in the development of advocates — through the use of individual strengths, existing beliefs, and attitudes concerning the profession — is a central focus.

The Need for Advocacy in Counseling

The need for advocacy cannot be overstated in relation to the counseling profession. The stress inherent to this work has many complicating factors when the realities of individual life and the broader world are taken into account. As stated in Lee (1998) in "Advocacy for Counseling and Counselors: A Professional Imperative," advocacy is defined as "the process or act of arguing or pleading for a cause or proposal" (p. 8). Within this context, Lee recommended that counselors become agents of social change, intervening not just in the lives of their clients but in the world around them as well. It is a necessity that this type of advocacy be applied among professional counselors as a service to one another in combating the specific stressors to which they may be subject due to the nature of their work.

Myers et al. (1998) further assert that "advocacy for the profession is essential for the future of counseling and counselors," yet "advocacy for the professional has received little systematic attention." They argue that a national plan for advocacy is needed, the effectiveness of which depends on achieving consensus concerning professional identity, promoting a positive public image, establishing effective intraprofessional and interprofessional collaboration, and obtaining the participation of each counselor in advocacy activities. They also note that "too often, credentialed and professional counselors are unable to access positions or earn payment commensurate with their level of competence" (Chi Sigma Iota, 1999; Engels & Bradley, 2001; Myers & Smith, 1999).

One stated rationale for interdisciplinary collaboration is that it will assist counselors in achieving their full potential to effect positive social change (Bemak, 1998). As Bemak further notes, "all counselors have an opportunity, if not a responsibility, to be an advocate for both their clients and themselves." Advocacy is therefore a two-pronged effort that includes advocacy for client well-being and for the profession itself — both of which are necessary and within the scope of training and practice of professional counselors.

Initiatives of this kind, however, must be structured in nature and grounded in specific guidelines or a recognized model. One such model, presented by Jane Myers and Tom Sweeney, is known as the WEL. According to Myers et al. (1998), a holistic model of wellness has been developed and structured into what is termed the "WEL" — or the "Wellness Evaluation of Lifestyle" — to serve as a framework for assisting individuals in making healthy lifestyle choices. It is based upon five life tasks and subtasks as defined by the "Wheel of Wellness." The life tasks of spirituality, self-direction, work and leisure, friendship, and love are all known to interact with various life forces and global events. The WEL instrument is comprised of 131 self-statement items requiring a response via a five-point Likert scale.

The Wellness Evaluation of Lifestyle (WEL) Model

The Life Tasks Scales are as follows:

1. Spirituality; 2. Self-Regulation (including sense of worth, sense of control, realistic beliefs, intellectual stimulation, sense of humor, nutrition, exercise, self-care, stress management, gender identity, and cultural identity); 3. Work; 4. Leisure; 5. Friendship; 6. Love; 7. Total Self-Regulation; 8. Perceived Wellness; 9. Total Wellness (Myers et al., 1998).

Conclusion

Through structuring curriculum and extracurricular activities to include these support mechanisms, the framework is built upon early and remains in place throughout the professional lives of those counselors. It provides an outlet when the complications and hardships inherent to the profession might otherwise produce negative outcomes — both personal and professional — for those who have chosen this career path.