Teaching Practice Briefs
Supporting educators with research-based information.
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Counselor Education and Supervision (CES) is dedicated to publishing articles concerned with research, theory development, or program applications related to counselor education and supervision. The journal is concerned with the preparation and supervision of counselors in agency or school settings; in colleges and universities; or at local, state, or federal levels.
Inaugural Issue Theme
Antiracist Teaching and Fostering Inclusive Classrooms
The term “antiracism” has been used increasingly in the past few years in counselor education and other settings; yet, little literature has explored what this idea means in practice in the counseling classroom. Williams, Byrd, and Washington (2021) describe antiracism as a conscious effort – actions that counter racism and its impact on the lives of racially minoritized communities. They call for counselor education to contend with its established cannon, which centers Western European contributions to curricular material and instructional designs, and open avenues by which counselor educators may critically innovate teaching informed by critical race theory (Crenshaw et al., 1995; Delgado & Stefancic, 2017). Meanwhile, counselor education scholars continue to highlight the challenges faced by counseling students who identify as Black, Indigenous, or people of color (e.g., Basma et al., 2021; Hipolito-Delgado et al., 2021; Seward, 2019). In this issue, the TPB Board and Co-Editors seek briefs that feature evidence-based and creative teaching innovations and instructional strategies focused on antiracist teaching and fostering inclusive counseling classrooms. Teaching innovations and instructional strategies may be those that promote the inclusion of racially minoritized learners, those designed to intentionally create inclusive, anti-oppressive learning spaces, or those specifically targeting racialization and race-based stress in the classroom.
*See references below
Teaching Practice Briefs Format
Briefs, minus the title page and references, must be between 6 and 8 single-spaced pages in length. Additional writing style and citation guidelines must follow the Publication Manual of the American Psychological Association (7th ed.).
Briefs should be formatted for anonymous peer review and the title page should be submitted as a separate document. Brief abstracts should be a maximum of 100 words. The structure of submissions must adhere to the following TPBs format:
I. Author and Affiliation (separate title page conducive to blind peer review)
A. Relevant research and literature support
B. Rationale or knowledge gap
C. How the teaching innovation/instructional strategy addresses the need/knowledge gap
IV. Description of teaching innovation/instructional strategy
A. Application of the topic to counselor education
B. Ethical considerations for responding to learning diversity, classroom diversity, and fostering inclusive learning environments
C. Demonstrated reflexivity and intrapersonal awareness of the author(s)’ about potential impacts on the classroom
D. Suggested resources for implementation
V. Evaluation of effectiveness of teaching innovation/instructional strategy.
VI. Assessment tools/methods used in teaching innovation/instructional strategy to assess student learning
A. Unanswered questions and/or limitations
B. Future directions for practice and research
All submissions can be directed to email@example.com. The TPBs will be published biannually and housed on a special section of the ACES website.
Basma, D., DeDiego, A. C., & Dafoe, E. (2021). Examining Wellness, Burnout, and Discrimination Among BIPOC Counseling Students. Journal of Multicultural Counseling and Development, 49(2), 74–86. https://doi.org/10.1002/jmcd.12207
Crenshaw, K., Gotanda, N., Peller, G., & Thomas, K. (1995). Critical race theory: The key readings that formed the movement. The New Press.
Delgado, R. & Stefancic, J. (2017). Critical race theory: An introduction (3rd edition). New York University Press.
Hipolito‐Delgado, C. P., Estrada, D., & Garcia, M. (2021). Countering Deficits: A Grounded Theory of Success From Graduate Students of Color. Journal of Multicultural Counseling and Development, 49(1), 4–17. https://doi.org/10.1002/jmcd.12202
Seward, D. X. (2019). Multicultural Training Resistances: Critical Incidents for Students of Color. Counselor Education and Supervision, 58(1), 33–48.
Williams, J. M., Byrd, J. A., & Washington, A. R. (2021). Challenges in Implementing Antiracist Pedagogy Into Counselor Education Programs: A Collective Self-Study. Counselor Education and Supervision, 60(4), 254–273. https://doi.org/10.1002/ceas.12215