On becoming an advocate: A grounded theory Melissa R. Swartz, PhD, LPC/S. Columbia, South Carolina

 This education session includes the following objectives:  (a) present current research findings regarding grounded theory on counselor advocate development;  (b) present specific implications for such a developmental model in counselor education pedagogy and supervision;  (c) provide resources for participants to learn more about counselor advocate development. Presentation Objectives

 Therefore, it was the purpose of this study to create a grounded theory model of how counselors develop into advocates. Purpose of the study

 Social injustices include “…social issues that involve the individual, family, the community, the wider society, and even the international community. It refers to unfair treatment or inequities that have results from racism, sexism, socioeconomics, sexual orientation, religion, ableism, and other ‘isms,’ all of which affect quality of life” (Chung & Bemak, 2012, p. 26). Shared Meaning

 Social justice interest regards the compilation of likes, dislikes, and indifferences concerning social justice activities  Social justice self-efficacy: based on Bandura’s (1986) social-cognitive theory.  Social justice commitment “refers to the choice-content goals or the domain specific activities related to social justice advocacy one plans on pursuing” (p. 497). Social Cognitive Model of Social Justice Interest and Commitment (Miller et al, 209; Miller & Sendrowitz, 2011)

 Personal Moral Imperative, which “refers to the process by which individuals discover for themselves certain aspects of social injustice that compel them to action” (Miller & Sendrowitz, 2011, p. 160). Social Cognitive Model of Social Justice Interest and Commitment (Miller et al, 209; Miller & Sendrowitz, 2011)

Professional Experiential Learning (e.g. advocacy modeling; exposure to injustice ) Service Learning Types of Practicum Sites Mentorship Supervision Mentor Model of MC/SJ Supervisor Model of MC/SJ Graduate Program Focus on S. Justice Curriculum Research & Scholarship Personal Moral Imperative Personal Characteristics Exposure to Injustice Family Influence Identity & Values Religious/Spiritual Beliefs Political ideology/BJW Social Justice Interest Social Justice Commitment Advocacy Behaviors Social Justice Self- Efficacy Personal/Professional Integration

1. How do exemplar counselor advocates develop a social justice interest? 2. How do exemplar counselor advocates develop advocacy behaviors? (a)How do exemplar counselor advocates perceive their professional training influence their development as an advocate? (b) How do exemplar counselor advocates describe the integration of their personal moral imperative and professional training in regards to social justice advocacy? Research Questions

 Qualitative Inquiry  Grounded Theory Methodology (GTM)  In-depth Interviews with Exemplar Counselor Advocates  Exemplar status earned via peer nomination sampling process. *required 2 or more peer nominations Methods

 an “exemplar counselor advocate”:  (a) current or retired professional counselor; and  (b) someone who exemplifies the ACA Code of Ethics (2014) description of professional counselor advocacy. Section A.7.a. Advocacy “Counselors advocate to promote change at the individual, group, institutional, and societal levels that improve the quality of life for individuals and groups and remove potential barriers to the provision or access of appropriate services being offered (p.5).”  In addition to these criteria, we will also provide potential nominators a link to the ACA’s Advocacy Competencies. Nomination Criteria

Sampling 44 nominators 93 nominations 20 nominees ≥ 2x 10 participants CE&S LPC/LMFT/LISW

 In depth interviews  Interview guide (Appendix C)  Yielded 8 hours and 5 minutes of audio-interview data or 117 pages of verbatim interview transcription data.  Memos  wrote 31 memos, approximately 104 pages, over study’s 12 months span Data Collection

 Open / Line-by-Line coding (w/ 2 nd coder)  Produced 276 concepts  Axial coding  Selective coding  RQ1: 4 core: 17 subcategories  RQ2a: 3 core: 6 subcategories  RQ2b: 3 core: 6 subcategories Data Analysis

(a) the use of prolonged exposure (b) practicing reflexivity to identify potential bias; (c) providing sufficient detail in regards to the setting, target participant population as well nominators, nominees, and participants; (d) member checks; (e) Transparency (e.g. node evolution); (f) triangulation of investigators (i.e. multiple investigators conducted coding procedures to confirm categories were similar amongst investigators). Trustworthiness

Your Journey Small Groups of 3 Compare answers question by question noting common themes for each question. Designate one person to share the themes 5 minutes

Color Key:  Black = All or all but one participant  Purple = More than half  Blue = 4-half  Orange = 2-3 interviews

Recommendations for Action: Counselor Education In Counselor Education Admissions Multicultural Competence training (e.g. recognizing privilege) Exposure to oppressed, marginalized, and/or impoverished groups Mentorship Feedback and success

Recommendations for Action: Clinical Practice In Clinical Practice Seek reimbursement for advocacy work Mentorship

Recommendations for Further Study Predictors of social justice self-efficacy and/or counselor advocate development Effects of social justice advocacy on client outcomes

 Researcher reflections Conclusion

Q & A