Advocacy Training in Counselor Education Programs

Introduction: History and Definition of Advocacy Counseling

Clifford Beers was one of the founders of advocacy work for people with mental illness in the early part of the twentieth century and may be considered a pioneer of advocacy counseling, though the practice of advocating on behalf of vulnerable individuals had existed for many generations before him. Beers was followed by another prominent advocacy counselor, Lawrence Gerstein, who began speaking out on behalf of oppressed persons of Tibetan origin in 1991. The history of Clifford Beers is best understood through his autobiography, A Mind That Found Itself, published in 1908, with his writing continuing until 1956. The original book is considered a classic and has been reprinted many times. Tragically, Beers died in a state of chronic depression in a psychiatric facility at the age of 67, yet his concept of advocacy continues to be pursued by many others. His circumstances at the time of his death truly mark him as a tragic hero (Kiselica & Robinson, 2001).

Lawrence Gerstein was a professor of counseling psychology at Ball State University and received the Kitty College Human Rights Award, given to honor an American Counseling Association member who has made a significant contribution in one or more areas of the broad spectrum of human rights (Kiselica & Robinson, 2001). He received this award in 1999. Gerstein concentrated on improving conditions for the Tibetan people through a multifaceted, international consciousness-raising campaign. This movement was originally called the Indiana Tibet Committee and is now known as the International Tibet Independence Movement (Kiselica & Robinson, 2001).

The definition of advocacy counseling has been offered by Loretta Bradley: "Regardless of the particular setting in which he or she works, each counselor is confronted again and again with issues that cannot be resolved simply through change in the individual. All too often, negative aspects of the environment impinge on a client's well-being, intensifying personal problems or creating obstacles to growth. When such situations arise, effective counselors speak up! We think of advocacy as the act of speaking up or taking action to make environmental changes on behalf of our clients" (Kiselica & Robinson, 2001).

In many educational settings, laws are passed that are not in the best interests of students, and individuals must protest. Teachers are often best positioned to do this, as they are in direct contact with students and can observe the effects of policy changes firsthand. One such example was the attempted deregulation of the Vocational Education Act of 1963 in 1982, when teachers protested directly against the proposed changes, alongside complaints from women's organizations and advocacy groups for disadvantaged and disabled populations (Weeks, 1982). Protecting students' interests is one of the primary obligations of teachers and counselors alike, and advocacy is sometimes required to fulfill that duty.

The Need for Advocacy in the Counseling Profession

Counselors function as advocates when they plead on behalf of a client or pursue social action. This is why advocacy work is understood as a form of social action. Counselor advocates work within the social contexts of their clients' problems and take action to eliminate or reduce social problems such as poverty, unequal access to opportunity, and other forms of prejudice that harm clients. A social justice approach to counseling thus positions counselors as natural advocates (Kiselica & Robinson, 2001).

Social advocacy also implies that the status quo must be questioned, that rules and regulations which deny students access must be challenged, that regressive changes must be opposed, and that methods that decrease opportunities for underprivileged populations must be resisted (Stone, n.d.). The philosophies that guide counselors tend to be consistent regardless of practice setting, and it is this shared professional orientation that creates unity within the field. While individual experts may disagree on methods, the commitment to equity and student well-being provides common ground.

Credentialing and Program Requirements in Counselor Education

All states require school counselors to hold state school counseling certification and to have completed graduate coursework in relevant fields. Some states also require completion of a master's degree, while others require both counseling and teaching credentials along with teaching experience. For counselors working outside of schools, 47 states and the District of Columbia use some form of counselor credentialing, licensing, certification, or registration to govern counseling practice. General requirements include completion of a master's degree in counseling, accumulation of two years or 3,000 hours of supervised clinical experience beyond the master's degree, successful completion of a state-recognized examination, adherence to established ethical codes and standards, and ongoing completion of continuing education requirements (U.S. Department of Labor, 2004).

Counselor education programs in colleges and universities are typically housed within departments of education or psychology. Required areas of study include school counseling, gerontological counseling, marriage and family counseling, substance abuse counseling, rehabilitation counseling, community and agency counseling, clinical mental health counseling, counseling psychology, and career counseling, among others. Curricula are generally organized around four core areas: human growth and development, social and cultural diversity, group work and relationships, career development, assessment, research and program evaluation, and professional identity. Accredited master's degree programs typically require 48 to 60 semester hours of graduate study, including clinical experience components (U.S. Department of Labor, 2004).

Conclusion

There are changes in education throughout society, and this is probably the moment for advocacy to take a bright new step forward. The Developmental Advocacy framework offers counselor education programs a coherent, empirically grounded approach to preparing counselors who can promote student achievement, foster resilience, and address the systemic barriers that impede equitable development for all students.