EMBRACE

R- Respect

The core or central belief of cultural competence seems to be a cooperative respect for all ethnic groups of all people. Thus “cultural competency is understanding oneself as cultural being, having an appreciation for, and an understanding of, diverse populations and interacting with other cultural groups in ways that recognize and value their differences” (Cross, 2008; Gallavan, 2005; Miller & Mikulec, 2014; as cited by Kondor, 2015, p.2). In the classroom, we often hear the cliches ‘to get respect you must give respect’ or ‘you will need to earn my respect.’ Instead, how about reframing our thought process as educators and training our students to ‘give respect no matter what.’

E- Environment

The school environment often aligns with PBIS expectations. The Center on PBIS (2021) gives a number of suggestions when considering cultural responsiveness for establishing a positive learning environment: two-way communication, diverse team composition, and ensuring expectations are reflective of cultural values in the community.

M- Model

School Counselors have an obligation to model to the ASCA Ethical Standards which include providing culturally responsive instruction, advisement, and support diverse referrals for outside counseling agencies; along with advocating for evidence-based, culturally sustainable interventions. (ASCA, 2022)

B- Bias

Recognizing not only your personal bias, but also bias at the systemic level. The implicit bias needs to be acknowledged and counteracted in order to create a safe learning environment. (O'Mallley et al., 2018)

A- Appreciation

Appreciation of differences can be implemented with cultural and/or field immersion with service-learning projects, volunteerism and community involvement. These experiences can also help students learn employability skills (or soft skills) for college and career readiness. Szucs et.al. (2019) gave an example of pre-service teachers going into an urban school setting to teach health education and awareness in riding public transportation was an eyeopening experience for them.

C- Cultivate acceptance

Participating in cultural immersion activities helps counselors and educators gain a global perspective and increase self-efficacy as they prepare to meet the needs of diverse populations in their school. (Szucs et.al., 2019)

E- Evaluate (on-going professional development)

Evaluation is two-fold. First, evaluating the school’s data and being reflective in decisions; for example, having discussions of systemic change vs. student intervention (Leverson et.al., 2021). And second, as a professional school counselor, it is imperative to seek out professional development opportunities to continue to grow in cultural competence.

We all bleed the same

We're more beautiful when we come together

We all bleed the same

So, tell me why, tell me why

We're divided

In considering the advice from the healthcare professionals regarding cultural competency, hopefully we can help stop the metaphorical bleeding and come together in an EMBRACE to create a positive learning environment for all.

References

American School Counseling Association. (2022). 2022 ASCA Ethical Standards for School Counselors.

Dayer-Berenson, L. (2014). Cultural competencies for nurses: Impact on health and illness (2nd ed.). Jones & Bartlett Learning.

Gupta, S. R. (2007). A quick guide to cultural competency: Practical tools for leading in today's multicultural business environment (1st ed.). Gupta Consulting Group.

Guidelines and Strategies for Cultural Competency. (n.d.). Guidelines and Strategies for Cultural Competency. Document retrieved from https://www.healthnetworksolutions.net/index.php/guidelines-and-strategies-forcultural-competency

Kondor, C.A.H. (2014). The fortuitous impact of a cross-cultural tutoring experience on prospective teachers’ development toward cultural competency (UMI 10254239). [Doctoral dissertation, Concordia University].

Leverson, et.al. (2021). PBIS Cultural Responsiveness Field Guide: Resources for Trainers and Coaches. Document retrieved from https://www.pbis.org/resource/pbis-cultural-responsiveness-field-guideresources-for-trainers-and-coaches https://doi.org/10.1002/pits.22197

O'Malley, M. D., Wolf‐Prusan, L., Lima Rodriguez, C., Xiong, R., & Swarts, M. R. (2019). Cultural-competence considerations for contemporary school-based threat assessment. Psychology in the Schools, 56(2), 255–275.

Szucs, L.E.; Shipley, M., McNeill, E.B.,Housman, J., & Vinal, C.(2019). Developing preservice teachers’ cultural competency through urban immersion. American Journal of Health Studies, 34 (2), p. 69-79.

Does Y’all Really Mean All?

Laura Ross lauraruthross@gmail.com

I began my counseling career in a men’s correctional facility in 2001. In addition to being a counselor, I was also the Security Threat Group (STG) Coordinator. As the STG Coordinator, I helped to identify detainees who were members of gangs and hate groups. Those identified were added to my caseload as a counselor. The majority of my caseload included detainees in gangs ages 17- 68. My work with these detainees is why I became a school counselor. I learned so much from them on how educators and the education system had failed them. They had no connection to their education. They felt sure they did not belong in school and their experiences in school told them that the educators in school agreed with them, that they did not belong in school. These intelligent, talented, charismatic, leaders dropped out of school and found a place to belong in gangs. Gangs that gave them worth, purpose, hope, belonging, and what seemed like support that they did not get elsewhere.

Many people know this story about what I learned from these detainees and how they are “my why” behind me being a school counselor. But…these weren’t the only lessons I learned being a counselor in the correctional facility.

While most of my caseload was made up of gang members, a smaller portion of my caseload, as the STG coordinator, included detainees who were members of white supremacist hate groups such as the Ku Klux Klan, Aryan Nations and other neo-Nazi groups. Being the counselor for white supremacists as a Black biracial woman was not easy and it is not necessarily something that I believe everyone can or should do. It means working with people whose words and actions can be demeaning, hateful, and violent. However, I learned many lessons through this experience. First and foremost, I learned I could be a counselor who utilized unconditional positive regard when counseling, supporting, and advocating for any person, including someone who essentially hates me because of my race. For me unconditional positive regard simply means seeing humanity in a person regardless of what they say or do. And with that, I can listen and work to understand a person’s experience and I can advocate for their rights as a human being. Unconditional positive regard allowed me to have a positive counselor-detainee relationship even in these situations. In what seemed like an impossible and unimaginable situation, I learned how to be a counselor without imposing my own values and beliefs while counseling, teaching, and advocating for others.

Fast forward to my 17th year as a school counselor in 2023 and my why is still about creating connections with ALL students and especially those students who don’t feel like they belong in school. AND in 2023, I am heartbroken and angered as so many adults in and out of school buildings are working to disconnect our most vulnerable student populations from belonging in our schools. Ill-informed, ignorant, and yes - even hateful politicians, parent groups, and individuals are creating policies, practices, and laws that are targeting the rights and wellbeing of our youth. It puts into question the meaning behind that common southern word, “y’all.” Y’all - meaning ‘you all.’ But do we really mean ALL?

Just in the state of Georgia alone, over the past few years, we have seen an onslaught of state legislation, district policies, and school level practices that have attacked the wellbeing, safe and affirming learning environments, and the positive academic and social and emotional growth for ALL of our students, especially our BIPOC (Black, Indigenous and people of color) and LGBTQ+ (Lesbian, Gay, Bisexual, Transgender, Queer +) students all under the guise of combatting divisiveness, protection from obscene texts, and saving educational spaces from those who mean to subvert their moral foundations.

Even more heartbreaking and anger invoking than politicians, parent groups, and leaders who are creating attacks on our youth is the silence of educators including school counselors about what is happening to our most oppressed and vulnerable students. Is “y’all means all” just a performative phrase for us? Does “y’all means all” only apply behind closed doors? Or can we, Georgia school counselors live up to “y’all means all” in our actions and advocacy beyond our counseling offices?

I am heartbroken and angered to see and hear school counselors who have abandoned unconditional positive regard and are imposing their own values and beliefs especially when they choose who and who not to advocate for when it comes to our most vulnerable student populations. As school counselors we cannot claim unconditional positive regard and say we support all students but only “support” them individually in our offices, behind closed doors.

Unconditional positive regard for ALL students must include expanding our classroom lessons and school wide initiatives to be equitable and inclusive through diverse representation and lessons that teach equitable, anti-racist, and anti-oppressive social-emotional learning.

Unconditional positive regard for ALL students must include using and advocating for books and texts with diverse representation giving students mirrors of themselves and windows into others’ experiences that are not just about struggle but about joy and accomplishment.

Unconditional positive regard for ALL students must include advocating for ALL students’ rights and their emotional and mental wellbeing. Advocating as a co-conspirator by using our privilege and platforms to speak up, take risks, and put our own comfort and security on the line while we do what is best for ALL students.

Unconditional positive regard cannot be ruled by personal beliefs whether those beliefs are informed by religion, politics, or otherwise. If we cannot see and take action for the humanity of ALL of our students because of our own personal beliefs then we are at best doing a disservice to them and at worst are a part of the system that is attacking their mental, emotional, and physical wellness and safety.

• Our ASCA position statements help inform our role as a school counselor with many of these vulnerable student populations and if we cannot live up to that role, we must reassess our purpose, our education, and our actions as a school counselor.

•The ASCA position statement, “The School Counselor and LGBTQ+ Youth,” outlines how “School counselors are committed to the affirmation of all youth regardless of sexual orientation, gender identity and gender expression and work to create safe and affirming schools” by

• The ASCA position statement, “The School Counselor and Cultural Diversity,” discusses how school counselors can provide culturally responsive school counseling including:

• “exploring their personal knowledge, attitudes and beliefs about working with diverse student populations

• ensuring each student has access to a school counseling program that advocates for all students in diverse cultural groups

• ensuring all students’ rights are respected and all students’ needs are met

• enhancing their own cultural competence and facilitating the cultural awareness, knowledge and skills of all school personnel (Ratts & Greenleaf, 2017; Ratts, et al., 2015).”

• Seeing the humanity and the lived experiences of ALL students (having unconditional positive regard) means school counselors must explore their own beliefs and how they can impact their work as a school counselor and how they may negatively impact the students they work with. We must ensure that we are advocating for the rights and needs of ALL students including those in diverse cultural groups that we may even have contradictory personal beliefs about.

• The ASCA position statement, “The School Counselor and Anti-Racist Practices,” states “School counselors work toward cultural competence and engage in anti-racist actions by advocating to change racist policies, procedures, practices, guidelines and laws contributing to inequities in students’ academic, career and social/emotional development.” Seeing the humanity and the lived experiences of our BIPOC students (having unconditional positive regard) means school counselors must continue to educate themselves and be aware of anti-racism AND take action beyond the counseling office by advocating against policies, practices, and laws that contribute to inequities based on a student’s race.

•“Advocating for equitable educational and extracurricular opportunities for all students regardless of sexual orientation, gender identity or gender expression (ASCA, 2019)

•Advocating for transgender, nonbinary and gender-expansive students regarding access of building facilities (e.g., ensuring a safe environment for restroom use and changing) and gender presentation (e.g., wearing a dress or pants for an orchestra or vocal performance)

•Providing a safe space for LGBTQ+ students and allies such as Genders and Sexualities Alliance Clubs

•Promoting sensitivity and acceptance of diversity among all students and staff to include LGBTQ+ students and diverse family systems

•Advocating for adoption of school policies addressing discrimination and promoting violence-prevention programs to create a safe and supportive school environment (Gower et al., 2017)

•Engaging in training on supporting LGBTQ+ students and advocating for their rights in schools (Beck & Wikoff, 2020; Gonzalez, 2017; Kull et al., 2017; Simons et al., 2017)

•Encouraging staff training on inclusive practices, an affirming school environment, accurate information and risk factors for LGBTQ+ students (Dragowski et al., 2016)

••Knowing the impact of family acceptance on student well-being and ability to thrive (Craig et al., 2018; Roe, 2017; Ryan et al., 2020)”

•Seeing the humanity and the lived experiences of our LGBTQIA+ students (having unconditional positive regard) means school counselors must challenge their own personal beliefs about the experiences, feelings, and rights of our LGBTQIA+ youth when those beliefs are not supportive or affirming through continued learning and understanding. It also means school counselors must act beyond the performative support behind the closed doors of our offices and advocate for the equitable rights, access, and experience to a safe and affirming learning environment. That means standing up against anti-LGBTQ+ policies, practices, and laws that target the rights and access to a safe and affirming learning environment whether introduced by local school administration, district leaders, or state legislators.

Laura Ross

GSCA President 20222023

•As school counselors, we must continue to examine our practice - our words and our actions- in regard to supporting ALL students. Do we truly mean ALL students? Do we mean ALL the identities and experiences of each and every one of those students? Do we have unconditional positive regard and see the humanity and lived experiences of ALL of our students including their rights and needs? Are our actions and words as a school counselor informed by our own personal values and beliefs imposing ourselves on the humanity of our youth? Or are our actions and words as a school counselor informed by providing an optimal learning environment for ALL students that is equitable and just? Does Y’all really mean ALL? And if it does…,what are we doing as school counselors to ensure that?

•

ASCA National SCOY 2020

•Links to ASCA position statements referenced above:

•The School Counselor and Cultural Diversity

•The School Counselor and Anti-Racist Practices

•The School Counselor and LGBTQ+ Youth

•