PROGRAM PRACTICES FOR CULTIVATING

ANTIRACIST COUNSELORS
Dr. Jessica Fripp Dr. Eva Gibson
frippj@apsu.edu gibsone@apsu.edu

Good intentions and kindness are insufficient; rather an intentional antiracist approach is
required to facilitate meaningful change and disrupt oppressive systems and practices. An
antiracist approach supports policies and practices that reduce racial inequity.
Historically, most counselor training programs attempt to address cultural responsiveness
by requiring one multicultural course. While this is a starting point, one course on this issue
is not enough. Counselor preparation programs must challenge students to examine their
ingrained racist beliefs, introduce antiracist practices, provide remediation as needed,
and connect students to community resources in an effort to support trainee development.
Antiracist Strategies in Graduate Programming
Attitudes and Beliefs
engage in a formal assessment and review of dispositions:
explicitly include questions related to perceived demonstration of cultural competency
and self-work related to cultural competence
require students to utilize the same rating form as instructors each semester and
compare responses
explore strategies to address low scores on both the individual and program levels

Knowledge
integrate antiracist training throughout the graduate experience
infuse equity considerations within the required coursework
select culturally diverse texts and readings
discuss and apply the Multicultural and Social Justice Counseling Competencies
(MSJCC) along with other critical approaches (e.g., CRT, Black feminist thought)
develop syllabi and subsequent course content/activities that focus on equity
include a course-specific diversity statement, a supplemental course description with
references to diversity, communication expectations with specific notations that micro
and macro aggressions will be used as teaching moments, antiracist learning objectives,
& a statement that addresses the intentionality of readings from Black scholars
provide models for standards in practice
engage in antiracist service & scholarship
highlight relevant faculty activities (program social media pages, electronic newsletters,
program websites, bulletin boards, postings in course shells)

Skills
“call in” (rather than out) resistant students
allows for deeper reflection and interpretation of the student’s perspective, utilizing
opportunities to create meaning around their reactions to course content
hold remediation meetings as needed to develop a targeted plan for growth
potential plan components: repeating the course, increased supervision, workshops on
antiracist strategies, personal therapy (if appropriate) and increased exposure to multi-
ethnic communities through community programming and organizations
 Sustaining Community Connections

Attitudes and Beliefs

ACA Advocacy Competencies provide an applicable framework for community outreach
efforts
Community Collaboration domain addresses strategies to implement that allow for
shared contributions & joint efforts in response to social injustices
MSJCC calls for counselors to take steps to become aware of the clients’ worldviews, beliefs,
and lived experiences with power, privilege, and oppression
Knowledge
teach CITs to look for ways to gain insight into the lived experiences of marginalized groups
and work together to engage in action
offer university sponsored trainings and invite local practitioners, contribute to local trainings,
or collaborate with state professional associations to co-host continuing education events
Skills
provide site supervisor training and incorporate antiracist considerations & approaches to
culturally responsive supervision
engage in intentional collaborations with site supervisors
seek out fieldwork sites that represent diverse communities and employ diverse practitioners
create community outreach initiatives to build relationships
ground antiracist education in the practice of community engagement and promote
advocacy in action

Advocacy Recommendations for Professional Practice

Attitudes and Beliefs
counselor educators must introduce CITs to the concept and purpose of practitioner
reflection
Resources: Multicultural Counseling Self-Efficacy Scale -Racial Diversity Form, Personal Self-
Assessment of Anti-Bias Behavior, Self-Assessment Checklist for Personnel Providing
Behavioral Health Services and Supports to Children, Youth and their Families
Knowledge
Client/Student Empowerment domain of the ACA Advocacy Competencies addressed the
need for counselors to aid clients through the process of identifying strengths and resources
encourage informal research into community capital through community asset mapping
promote culturally responsive supervision and consultation
Supervision resource: Cross-Cultural Counseling Inventory- Revised
Skills
Client/Student Advocacy domain of the ACA Advocacy Competencies addressed the need
for counselors to identify client barriers and negotiate relevant services
understand contextual factors that might negatively impact engagement with clients prior to
the implementation of services
integrate cultural practices inherent to the client community
utilize culturally appropriate techniques
address counseling themes with an intersectional lens and recognize that systems of
oppression are maintained if they are not actively disrupted
engage marginalized clients in the use of counter-narratives and storytelling
Resources: Jones Intentional Multicultural Interview Schedule; Cultural Formulation Interview;
ADDRESSING Framework