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Sullivan Dissertation 2019.pdf (1.31 MB)

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An Exploration of the Relationship between Master Level Counseling Trainees Color Blind Racial Ideology and Social Justice Interest, Commitment, Self-efficacy, Supports, Barriers, and Training: Compelled to Train

Sullivan, La Tasha
http://orcid.org/0000-0003-3558-7860
http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556729274450232

Abstract Details

2019, Doctor of Philosophy, University of Toledo, Counselor Education (Clinical Mental Health Counseling).
Multicultural counseling competence is described in the literature as a close companion and complement to social justice (Ratts, 2011; Ratts, Singh, Nassar-McMillan, Butler, & McCoullah, 2015). Social justice in the counseling profession involves work with individuals, groups, and systems to improve the human condition by removing oppressive barriers in the environment through empowerment and advocacy (American Counseling Association, 2014; Lewis, Arnold, House, & Toporek, 2002). Calls from the profession are evident in the development of the Advocacy Competencies, the inclusion of advocacy in the 2014 ACA Code of Ethics, and 2016 CACREP training standards. Counselor trainees are expected to obtain training in multicultural counseling and social justice advocacy and engage in such practices during their profession. The following study explored social justice training, training environment supports and barriers, perception of institutional support on social justice and student beliefs on colorblind racial attitudes, social justice interest, social justice commitment, and social justice self-efficacy. Master’s level trainees in CACREP accredited Clinical Mental Health Counseling and School Counseling programs were surveyed using the Color-Blind Racial Attitudes Scale (Neville et al. 2000), Social Issues Questionnaire (Miller et al., 2009), and the Training Environment Support and Barriers scale (Miller & Sendrowitz, 2011). This study sought to identify if formal training experiences and supportive training environments influence, if at all, Masters’ level counseling trainees beliefs on colorblind racial attitudes, social justice interest, commitment, and self-efficacy. Survey results did not find statistically significant differences between students that did and did not take a multicultural course, social justice course, or completed at least three conferences or workshops on social justice on their reported social justice interest, commitment, self-efficacy, or color-blind racial attitudes. Recommendations for training and future research are discussed.
John Laux (Committee Chair)
Christopher Roseman (Committee Member)
Shanda Gore (Committee Member)
Sammy Spann (Committee Member)
158 p.
Counseling Education
Social justice; clinical mental health counseling; school counseling; color-blind; social justice interest; social justice self-efficacy; social justice commitment; SIQ; COBRAS; TESB; training; racial attitudes

Recommended Citations

Citations

  • Sullivan, L. T. (2019). An Exploration of the Relationship between Master Level Counseling Trainees Color Blind Racial Ideology and Social Justice Interest, Commitment, Self-efficacy, Supports, Barriers, and Training: Compelled to Train [Doctoral dissertation, University of Toledo]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556729274450232

    APA Style (7th edition)

  • Sullivan, La Tasha. An Exploration of the Relationship between Master Level Counseling Trainees Color Blind Racial Ideology and Social Justice Interest, Commitment, Self-efficacy, Supports, Barriers, and Training: Compelled to Train. 2019. University of Toledo, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556729274450232.

    MLA Style (8th edition)

  • Sullivan, La Tasha. "An Exploration of the Relationship between Master Level Counseling Trainees Color Blind Racial Ideology and Social Justice Interest, Commitment, Self-efficacy, Supports, Barriers, and Training: Compelled to Train." Doctoral dissertation, University of Toledo, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556729274450232

    Chicago Manual of Style (17th edition)

toledo1556729274450232
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This open access ETD is published by University of Toledo and OhioLINK.