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)

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

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

Sampling44

nominators

93

nominations

20 nominees ≥ 2x

10 participants

• CE&S• LPC/LMFT/LISW

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

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/ 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

(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