Abstract
An increase in diversity among school counselors requires increasingly diverse practices to meet counselors' needs. These practices need to be culturally responsive and—most importantly—culturally sustaining. Counselor education programs and school systems need to identify strategies that are anti-racist and focused on social justice to provide supervision for both students of school counseling and emerging leaders. In response to the impact of racism, discrimination, and bias within the school counseling profession and the need to provide a culturally affirming community, a group of school counseling professionals of color formed a peer consultation group. The group encouraged support, resources, and feedback to help develop best practices and advocated for students experiencing disparities during the pandemic. This chapter provides a description of the SAGE Peer Consultation Model and best practices to promote resiliency and advocacy that integrate a social justice framework incorporating anti-racist and culturally affirming practices.
TopIntroduction
An increase in diversity among school counselors requires increasingly diverse practices to meet counselors’ needs. These practices need to be culturally responsive and—most importantly—culturally affirming. As the United States has worked to identify how to dismantle the systems that have oppressed people of color, it is important to identify how to support educators of color working in this educational space (Atkins & Oglesby, 2019). The impact of ongoing racial unrest experienced by counselor educators, particularly those of color, should therefore be examined. Peer consultation provides a culturally affirming space for practicing school counselors, and school counselor educators to discuss issues of race, culture and ethnicity in a supportive environment. Peer group consultation differs from supervision because of an emphasis on supportive feedback and de-emphasizing evaluation (Benshoff & Paisley, 1996; Logan, 1997). According to Borders (2012), peer consultation is highly valued and practiced in a counseling context, with members of voluntary peer consultation groups reporting high satisfaction.
Despite the value of peer consultation groups, they have not been fully utilized by school counselors (Benshoff & Paisley, 1996). Research indicates there is a lack of knowledge and scholarship about peer consultation groups and peer support (Benshoff & Paisley, 1996). In addition, peer consultation requires time and school counselors may not be able to engage in the process due to overwhelming work demands (Benshoff & Paisley, 1996). However, if school counselors use peer consultation as the structure to shape monthly group meetings, they may find that peer consultation can offer support and spark new ideas. This structure can also help school counselors, counselor education communities, and students work together to develop strategies for engagement. Because peer consultation is a best practice for practicing school counselors and school counselor educators, as referenced in the ASCA Ethical Standards for School Counselors (2016) and in the ASCA Ethical Standards for School Counselor Educators (2018), the chapter authors have developed the SAGE peer consultation model to assist school counselors, school counselor educators, and school counselor district leaders to receive support and feedback.
The SAGE peer consultation model is a four-component peer consultation process and practice that comprises of support, assessment, goals, and evaluation (SAGE; see Figure 1). The model provides consultation through a collective group structure by applying a culturally affirming lens that is focused on support and self-analysis. As a result, the model can address racism, bias, and discrimination experienced within the profession. School counseling professionals are often encouraged to seek consultation and supervision, however there can be challenges with time, space, and structure. The model also addresses this challenge.
The purpose of this chapter is to define peer consultation, to detail the formation and practice of the SAGE peer consultation model, and to share best practices for school counselors, counselor educators, and district supervisors to advocate for social justice for school counselors-in-training, practicing school counselors, and K-12 students. The SAGE peer consultation model is designed to provide a safe space to share personal and professional challenges and successes in the workplace and to exchange ideas and experiences related to student advocacy. To demonstrate the use of the model as a safe and culturally affirming space, this chapter will also discuss the use of the SAGE peer consultation model specific to the professional growth and development for school counselors, counselor educators, and district supervisors of color. This chapter contributes to the current literature by exploring a much-needed group consultation experience and best practices for school counseling professionals.
Key Terms in this Chapter
PSCOC Leadership Academy: The leadership training and support group that was developed by the Professional School Counselors of Color.
SAGE Peer Consultation: Peer consultation model developed to be culturally responsive for counselors to provide support and professional development. The model includes four important factors, being supportive, assessing needs, developing goals and evaluation of the goals.
Professional School Counselors of Color (PSCOC): A group of professional school counselors who self-identify as a person of color.
Professional Learning Community (PLC): A group of school counseling professionals focused on working on a shared goal or project.
Peer Consultation Groups: A group of professional peers that work collaborative to address professional and personal goals.
Evaluation: A review of the individual or group goals.
Analysis: A review of professional and personal needs to determine goals.
Support: Provide assistance within the development of professional and personal goals.
Goal: Individual or group objective identified by members of the group.