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Document Type

Empirical Research Article

Keywords

counselor training, service-learning, social justice, advocacy, cognitive development

Subject Area

Counseling, Counselor Education, Mental Health Counseling

Abstract

Little empirical research has examined how to effectively prepare counseling students as social justice advocates. In a quasi-experimental design, a service-learning intervention was used in community counseling internship to promote students’ social justice advocacy competency as well as cognitive development, including moral and intellectual development. Findings demonstrated a significant increase in social justice advocacy competency in both the experimental and control groups at the end of one quarter of community counseling internship. In addition, the experimental group had significantly higher scores on the Public Information advocacy domain sub-scale of the Advocacy Competency Self-Assessment Survey. Teaching strategies such as service-learning may prepare counselor trainees for community engagement when they are in practice.

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