on becoming an advocate: a grounded theory melissa r. swartz, phd, lpc/s. columbia, south carolina
TRANSCRIPT
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On becoming an advocate: A grounded theory
Melissa R. Swartz, PhD, LPC/S.
Columbia, South Carolina
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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
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Therefore, it was the purpose of this study to create a grounded theory model of how counselors develop into advocates.
Purpose of the study
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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
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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)
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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)
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Pro
fess
ion
al
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
Per
son
al M
oral
Im
per
ativ
e
Personal Characteristics
Exposure to Injustice
Family Influence
Identity & Values
Religious/Spiritual Beliefs
Political ideology/BJW
Social Justice Interest
Social Justice CommitmentAdvocacy Behaviors
Social Justice Self-Efficacy
Per
sona
l/P
rofe
ssio
nal I
nteg
rati
on
outlines
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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
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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
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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
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Sampling44
nominators
93
nominations
20 nominees ≥ 2x
10 participants
• CE&S• LPC/LMFT/LISW
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Demographic Table
Participant Credential Experience (years) Setting Sex (Gender) Race/Ethnicity Other
1 LPC/S, MAC, NCC 23 Private Practice Female White
2 LPC/S, CAC II, NCC 10 Private Practice Male White
3 Ph.D, LPC 46 Community Agencies Male White Gay - identified
4 LPC/S, CRC 19 Private Practice Female White
5 LMFT-I 8 Community Agencies Female Hispanic Latina
6 Ph.D, NCC (retired) 45 Academia Female South Asian Heterosexual
7 LPC/S, NCC 8 School Setting/Community Agency Female White
8 Ph.D, LMFT/S, LPC/S 47 School Setting/Community Agency Female White
9 D.Min, LPC 29 Private Practice Female White
10 Ph.D, LPC 35 Academia Male Hispanic
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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
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Open / Line-by-Line coding (w/ 2nd 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
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(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
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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
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Color Key: Black = All or all but one participant Purple = More than half Blue = 4-half Orange = 2-3 interviews
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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
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Recommendations for Action: Clinical Practice
In Clinical Practice• Seek reimbursement for advocacy work• Mentorship
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Recommendations for Further Study
• Predictors of social justice self-efficacy and/or counselor advocate development
• Effects of social justice advocacy on client outcomes
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Researcher reflections
Conclusion
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Q & A