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An Assessment-Based Approach to Understanding Intersectional Privilege

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Title: An Assessment-Based Approach to Understanding Intersectional Privilege
Language: English
Authors: Sheerah Neal Keith (ORCID 0000-0002-2682-242X), Danielle Pester Boyd (ORCID 0000-0002-0104-0050), Erica Montgomery (ORCID 0000-0002-9435-3979), Monica L. Coleman (ORCID 0000-0002-0513-0221)
Source: Counselor Education and Supervision. 2024 63(1):69-81.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Advantaged, Social Bias, Intersectionality, Supervisors, Counselors, Self Concept, Screening Tests, Measures (Individuals), Psychometrics, Social Justice, Cultural Pluralism, Competence, Perception, Counselor Educators
DOI: 10.1002/ceas.12291
ISSN: 0011-0035
1556-6978
Abstract: Awareness of intersectional privilege is a theme woven throughout the Multicultural and Social Justice Counseling Competencies (MSJCC). However, a paucity of resources exists to guide counselor educators and supervisors in helping counselors-in-training (CITs) examine personal positions of privilege embedded within the MSJCC framework. The Intersectional Privilege Screening Inventory (IPSI) is among the first instruments yielding psychometrically valid scores to assess intersectional privilege as a training tool for CITs. We urge counselor educators and supervisors to employ the IPSI to facilitate CIT growth and development in multicultural and social justice counseling. A brief review of the literature on intersectionality, privilege, and intersectional privilege is presented as a foundational context for the broader discussion of the IPSI. We then describe a conceptual approach for using the IPSI in CIT training and development followed by case examples highlighting the IPSI's utility. We conclude with implications for counselor education and supervision.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415696
Database: ERIC
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  Value: <anid>AN0175919054;cev01mar.24;2024Mar11.07:31;v2.2.500</anid> <title id="AN0175919054-1">An assessment‐based approach to understanding intersectional privilege </title> <p>Awareness of intersectional privilege is a theme woven throughout the Multicultural and Social Justice Counseling Competencies (MSJCC). However, a paucity of resources exists to guide counselor educators and supervisors in helping counselors‐in‐training (CITs) examine personal positions of privilege embedded within the MSJCC framework. The Intersectional Privilege Screening Inventory (IPSI) is among the first instruments yielding psychometrically valid scores to assess intersectional privilege as a training tool for CITs. We urge counselor educators and supervisors to employ the IPSI to facilitate CIT growth and development in multicultural and social justice counseling. A brief review of the literature on intersectionality, privilege, and intersectional privilege is presented as a foundational context for the broader discussion of the IPSI. We then describe a conceptual approach for using the IPSI in CIT training and development followed by case examples highlighting the IPSI's utility. We conclude with implications for counselor education and supervision.</p> <p>Keywords: assessment; intersectionality; IPSI; MSJCC; privilege</p> <hd id="AN0175919054-2">INTRODUCTION</hd> <p>Across all counseling specialties and contexts, counselors are expected to understand the different ways that identity, privilege, and marginalization intersect and interact to create different categories of social positioning and human experience (Chan et al., [<reflink idref="bib9" id="ref1">9</reflink>]; Ratts, [<reflink idref="bib22" id="ref2">22</reflink>]; Singh et al., [<reflink idref="bib24" id="ref3">24</reflink>]). The category of privilege refers to "unearned advantages that are conferred on individuals based on membership or assumed membership in a dominant group" (Israel, [<reflink idref="bib18" id="ref4">18</reflink>], p. 166). Privilege can be exercised outside the recipient's awareness and inherently involves limiting or blocking others from enjoying the same benefits (Black & Stone, [<reflink idref="bib4" id="ref5">4</reflink>]). On the other hand, marginalization refers to "an effort to push groups and individuals to the side, to the edge, or even over the edge" (Causadias & Umaña‐Taylor, [<reflink idref="bib8" id="ref6">8</reflink>], p. 709). Marginalization can take on various forms, such as "<emph>subordination</emph> (to keep down), <emph>oppression</emph> (to weigh down), and <emph>exclusion</emph> (to keep out)" (Causadias & Umaña‐Taylor, 2018 p. 709). Hence, the category of marginalization refers to the different ways people who hold privilege can prevent outsiders (i.e., those belonging to marginalized identity groups) from accessing the benefits of privilege. Depending on whether one's intersecting identities create circumstances where they are privileged or marginalized, the power and resources they gain or lose can influence the dynamics they bring to the counseling relationship (Ratts et al., [<reflink idref="bib23" id="ref7">23</reflink>]). Thus, understanding intersecting positions of unearned advantage in society (i.e., intersectional privilege) is a fundamental element of counselor preparation and training (Chan et al., [<reflink idref="bib9" id="ref8">9</reflink>]; Gonzalez‐Voller et al., [<reflink idref="bib15" id="ref9">15</reflink>]) with benefits that extend to counseling praxis (Ratts, [<reflink idref="bib22" id="ref10">22</reflink>]; Singh et al., [<reflink idref="bib24" id="ref11">24</reflink>]).</p> <p>The Multicultural and Social Justice Counseling Competencies (MSJCC; Ratts et al., [<reflink idref="bib23" id="ref12">23</reflink>]) contain guidelines for developing multicultural and social justice competency in all aspects of counseling and provide an organizing framework to help counselors recognize when dynamics of power, privilege, and marginalization are operating in counseling relationships. The MSJCC also "merge the multicultural and social justice counseling constructs and literature (e.g., cultural worldviews, privilege and oppression experiences) to better address the complexities of counselor–client interactions" (Ratts et al., [<reflink idref="bib23" id="ref13">23</reflink>], p. 30). The MSJCC support the high emphasis placed on understanding the effects of power and privilege as a critical element of understanding multicultural and social justice in counselor preparation and training (Council for the Accreditation of Counselor and Related Education Programs [CACREP], [<reflink idref="bib10" id="ref14">10</reflink>], Standards 2.F.2.b., 2.F.2.e., and 2.F.2.h). Yet, despite the proliferation of the MSJCC, few instruments yielding psychometrically validated scores exist for gauging a counselor's own intersecting identities and positions of privilege in educational or professional counseling contexts (Chan et al., [<reflink idref="bib9" id="ref15">9</reflink>]; Hays, [<reflink idref="bib17" id="ref16">17</reflink>]; Pester et al., [<reflink idref="bib19" id="ref17">19</reflink>]).</p> <p>In this article, we urge counselor educators to employ the Intersectional Privilege Screening Inventory (IPSI) to examine held intersectional privilege while simultaneously expanding opportunities for critical consciousness relevant to race, class, gender, sexual orientation, religious identity, ability, representation, access to resources, safety and security, and sense of belonging. The IPSI builds on existing tools (most of which were developed before the advent of the MSJCC) by integrating (a) the MSJCC's four quadrants highlighting intersectional identities and (b) the developmental domains that lead to multicultural and social justice counseling competence (Ratts et al., [<reflink idref="bib23" id="ref18">23</reflink>]). As such, we contend that the IPSI should be explored widely and with urgency to help address the rising need for multicultural and social justice counseling and advocacy. We provide a brief overview of intersectionality, privilege, and intersectional privilege as a foundational context for the broader discussion of the IPSI. We then describe a conceptual approach for using the IPSI in counselor preparation and training (see Figure 1), followed by case examples of experiences using the IPSI. Steps of the conceptual approach include (<reflink idref="bib1" id="ref19">1</reflink>) establishing an IPSI profile, (<reflink idref="bib2" id="ref20">2</reflink>) using the IPSI profile to guide discussions, and (<reflink idref="bib3" id="ref21">3</reflink>) using the IPSI profile to establish a training and development plan. We conclude with implications for the counseling profession.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/CEV/01mar24/ceas12291-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ceas12291-fig-0001.jpg" title="1 Steps of utilizing the Intersectional Privilege Screening Inventory (IPSI) profile." /> </p> <p></p> <hd id="AN0175919054-4">CONTEXTUALIZING INTERSECTIONALITY AND PRIVILEGE IN COUNSELOR DEVELOPMENT</hd> <p>Crenshaw ([<reflink idref="bib11" id="ref22">11</reflink>]) coined the term <emph>intersectionality</emph> to elucidate the experiences of Black women and to caution against treating race and gender as mutually exclusive categories of experience and analysis concerning the law. Although the term has evolved across disciplines (Carbado et al., [<reflink idref="bib7" id="ref23">7</reflink>]), intersectionality is particularly important in counseling and counselor education because processes and outcomes are primarily achieved in the context of working relationships where the valuing of lived experience is key (Singh et al., [<reflink idref="bib24" id="ref24">24</reflink>]). A primary focus of intersectionality in counseling is recognizing the influence of relationship dynamics when differing intersectional positions of privilege and marginalization exist (Pester et al., [<reflink idref="bib19" id="ref25">19</reflink>]; Thacker et al., [<reflink idref="bib26" id="ref26">26</reflink>]). Because the dynamics of intersectional privilege can permeate every part of a person's life, several professional standards in counseling reflect opportunities to integrate intersectionality theory into counselor preparation and training, and to do so with intention (American Counseling Association [ACA], [<reflink idref="bib1" id="ref27">1</reflink>], Standards F.6.b., F.7.c., and F.11.c.; CACREP, [<reflink idref="bib10" id="ref28">10</reflink>], Standards 2.F.2.a., 2.F.2.b., 2.F.2.c., 2.F.2.d., 2.F.2.e., 2.F.2.f., 2.F.2.g., and 2.F.2.h.).</p> <p>Assessment is one way to encourage intentionality and self‐awareness laying the foundation for a lifelong commitment to multiculturalism and social justice (Ratts et al., [<reflink idref="bib23" id="ref29">23</reflink>]). Specifically, the assessment of intersectional privilege can illuminate pathways for growth within the four quadrants of the MSJCC (privileged client, marginalized client, privileged counselor, and marginalized counselor; Peters & Luke, [<reflink idref="bib20" id="ref30">20</reflink>]) and highlight the developmental domains that need attention (counselor self‐awareness, client worldview, counseling relationship, and counseling and advocacy interventions). Assessing held intersectional privilege can help facilitate developmental tasks relevant to integrating academic study and supervised practice (ACA, [<reflink idref="bib1" id="ref31">1</reflink>], Standard F.7.d), as well as thicken client conceptualizations, increase counselor self‐awareness, and add more meaning to counselor educator–student and counselor–client working relationships.</p> <hd id="AN0175919054-5">PREVIOUS ASSESSMENTS OF COUNSELOR PRIVILEGE</hd> <p>Before the Multicultural Counseling Competencies (MCC, Sue et al., [<reflink idref="bib25" id="ref32">25</reflink>]) were replaced by the MSJCC in 2015, multiple instruments were developed to measure counselors' multicultural competence from a position of knowledge and awareness of other cultures, but none incorporated the exploration of prejudices and oppression (Hays et al., [<reflink idref="bib16" id="ref33">16</reflink>]). Seeing this gap in the literature and work of developing multiculturally competent professionals, Hays et al. ([<reflink idref="bib16" id="ref34">16</reflink>]) developed the Privilege and Oppression Inventory (POI), which measures counselors' awareness of privilege and oppression as it specifically relates to White privilege awareness, heterosexism awareness, Christian privilege awareness, and sexism awareness. Hays et al. found that "greater awareness of oppression issues is significantly related to a decreased need for social approval" (p. 77). Though the POI represents an important contribution to counseling, Hays et al. left room for examination of other identities (including intersectional identities) outside of the POI's primary areas of focus.</p> <p>Black et al. ([<reflink idref="bib5" id="ref35">5</reflink>]) explored individual awareness of privilege through the development and validation of the Social Privilege Measure (SPM). Black et al. used scores from the SPM to explore areas of privilege across identities such as race, gender, and socioeconomic status. Items introduced in the SPM focus on everyday situational concerns, such as finding flesh‐colored band‐aids, to more profound issues of perceptions of safety for oneself and one's family based on social constructs and biases. Based on the outcomes observed, Black et al. noted that White counselors needed to be educated on the experiences of other groups to understand their privilege, how it impacts counseling and training relationships, and ways they can advocate for all people. As with the POI, the SPM represents an important contribution to counseling, and Black et al. further opened the field of possibilities for exploring intersectional privilege.</p> <p>Following the publication of the MSJCC, Ratts ([<reflink idref="bib22" id="ref36">22</reflink>]) developed the Multicultural and Social Justice Counseling Competencies—Assessment Form (MSJCC‐AF) to help identify the salience of client and counselor identities, including marginalized and privileged statuses. Though the MSJCC‐AF is fairly comprehensive in terms of the social identities explored, when it comes to intersectional privilege, the MSJCC‐AF contains no mechanism for gauging the depth of awareness. Furthermore, the MSJCC‐AF is meant for use within the counselor–client relationship and, therefore, requires another layer of counselor/counselor‐in‐training (CIT) self‐exploration to integrate the developmental domains that lead to multicultural and social justice competence.</p> <p>Chan et al. ([<reflink idref="bib9" id="ref37">9</reflink>]) looked at how the concept and impact of intersectionality can be interwoven into multicultural frameworks for counselor education. Chan et al. emphasized the possibility of privilege and oppression coexisting in an individual, such as someone with White privilege who is also part of a minority group (e.g., a person of Jewish ancestry). Thus, applying intersectionality theory laid the groundwork for developing additional instruments yielding psychometrically valid scores to measure awareness of privilege, oppression, and intersectionality. These concepts are fundamental to the development of the IPSI, as well as how it can be used in counselor education with benefits that extend to professional counseling.</p> <hd id="AN0175919054-6">INTERSECTIONAL PRIVILEGE IN COUNSELOR DEVELOPMENT</hd> <p>Examining intersectional identities and the dynamics of power, privilege, and oppression informs major tenets of the MSJCC—social justice counseling and advocacy—and distinguishes the MSJCC from the MCC (Hays, [<reflink idref="bib17" id="ref38">17</reflink>]; Ratts et al., [<reflink idref="bib23" id="ref39">23</reflink>]). Counselor educators and counselors hold privilege in the power imbalance created by the nature of counselor educator–student and counselor–client relationships. Yet, CITs can also hold privilege based on their various identities, including socioeconomic status, age, and race. One person can hold both privileged and marginalized identities at the same time (e.g., a Black woman who identifies as Christian and lives in the United States where Christianity is the dominant faith). Consequently, privilege becomes less about the titles in counselor educator–student and counselor–client relationships and more about the identities of individuals occupying these roles.</p> <p>Gonzalez‐Voller et al. ([<reflink idref="bib15" id="ref40">15</reflink>]) emphasized the importance of reflecting on one's own intersecting identities and positions of privilege or marginalization and initiating conversations with others about their differing positions of power. Furthermore, Gonzalez‐Voller et al. encouraged counselors to remain aware of contemporaneous community and global issues affecting individuals of various intersecting identities. Although the historical context and relevance of multicultural and social justice counseling are important, counselors and CITs need more resources to help examine personal positions of privilege embedded within the intersectional framework of the MSJCC (Pester et al., [<reflink idref="bib19" id="ref41">19</reflink>]).</p> <p>Counselor educators are charged to create significant learning experiences targeted to cognitive, affective, and behavioral domains of learning (Barrio Minton et al., [<reflink idref="bib3" id="ref42">3</reflink>]). When teaching CITs about intersectional privilege, it is important that counselor educators gauge the degree to which CITs can translate cognitive understanding into the affective and behavioral skills necessary for working with clients. We contend that using an assessment such as the IPSI can support the design of such transformative learning experiences (Fazio‐Griffith & Ballard, [<reflink idref="bib14" id="ref43">14</reflink>]).</p> <hd id="AN0175919054-7">THE INTERSECTIONAL PRIVILEGE SCREENING INVENTORY (IPSI)</hd> <p>With previous researchers paving the way for further exploration into the concepts of intersectionality, privilege, oppression, and discrimination, Pester et al. ([<reflink idref="bib19" id="ref44">19</reflink>]) developed the IPSI for use with CITs with specific implications for counselor educators and supervisors. The IPSI helps the user think critically about where their identities interact and intersect in the relationship to the four quadrants of the MSJCC; in turn, the user can then determine which actions, skills, knowledge, attitudes, and beliefs need attention to facilitate multicultural and social justice competence. The user checks and rechecks their level of self‐awareness so that they can adequately address the additional tasks necessary for multicultural and social justice practice.</p> <p>The IPSI is among the first instruments yielding psychometrically valid scores designed to measure the personal privilege of CITs from the intersectional framework necessitated by the ACA's adoption of the MSJCC (Pester et al., [<reflink idref="bib19" id="ref45">19</reflink>]). The IPSI contains subscales regarding both identity privilege (i.e., privilege generally assigned by birthright or without individual intervention) and socially referenced privilege (i.e., privilege generally assigned based on the support one receives within their socioecological spheres of influence). For example, the <emph>racial identity privilege</emph> subscale can be used to help White counselors examine their White privilege as a necessary task for White racial identity development, potentially encouraging the counselor to move from denial to being accountable for personal and institutional change (Pinterits et al., [<reflink idref="bib21" id="ref46">21</reflink>]). Though the IPSI is not evaluative, it provides data for counselor educators and supervisors to examine the held intersectional privilege of CITs and to monitor their growth in developing the MSJCC (Pester et al., [<reflink idref="bib19" id="ref47">19</reflink>]).</p> <hd id="AN0175919054-8">The construction of the IPSI</hd> <p>The IPSI consists of 60 Likert‐type items that are rated on a four‐point scale from 1 (<emph>strongly disagree</emph>) to 4 (<emph>strongly agree</emph>). It can be self‐administered in paper and pencil format or electronically. The measure contains six identity privilege subscales, including (a) racial identity privilege, (b) class identity privilege, (c) gender identity privilege, (d) sexual orientation privilege, (e) religious identity privilege, and (f) ability privilege (Pester et al., [<reflink idref="bib19" id="ref48">19</reflink>]). A sample question from the identity privilege subscales includes, "I can show affection to my partner in public without receiving negative attention because of my sexual orientation." Additionally, the IPSI has four socially referenced privilege subscales, which include (a) representation, (b) access to resources, (c) safety and security, and (d) sense of belonging. A sample question from the socially referenced privilege subscales includes, "Accessing quality medical care is easy for me due to the financial resources I have."</p> <p>The IPSI items encourage objectivity and insight development, even for individuals who may not fully understand the concept of privilege or may be unaware of their positions of privilege. In this way, the IPSI's design detects deception and minimizes defensiveness. Administering the IPSI is also a consciousness‐raising activity, in that reflecting on IPSI items encourages one to consider the experiences of others, even if they themselves have not experienced similar scenarios. When administered at the beginning of a counselor education program, the IPSI can become a thread of awareness, discussion, and accountability laced throughout a CIT's course progression that supports culturally responsive identity development, skill development (e.g. broaching), and skill application (e.g. supervision and case conceptualization).</p> <hd id="AN0175919054-9">USING THE IPSI WITH COUNSELORS‐IN‐TRAINING</hd> <p>Multicultural and social justice counseling scholars agree that individuals must first develop awareness if they are to advance to stages of transformational knowledge and skill acquisition (Atkins et al., [<reflink idref="bib2" id="ref49">2</reflink>]; Day‐Vines et al., [<reflink idref="bib12" id="ref50">12</reflink>]; Dollarhide et al., [<reflink idref="bib13" id="ref51">13</reflink>]). Additionally, Gonzalez‐Voller et al. ([<reflink idref="bib15" id="ref52">15</reflink>]) indicated that CITs' perceptions of growth in multicultural counseling should be monitored at various time‐points over the course of their program. Phase‐oriented or transitional interactions can help guide assessment and response to the developing counselor's changing needs. Therefore, counselor educators can create significant learning experiences by implementing appropriate pedagogies and interventions at graduated levels of CIT development.</p> <p>Consistent with a layered approach to developing the MSJCC (Ratts et al., [<reflink idref="bib23" id="ref53">23</reflink>]), we propose that the IPSI profile be used in a process where one step informs the next. Day‐Vines ([<reflink idref="bib12" id="ref54">12</reflink>]) described the process of broaching, or exploring "the contextual dimensions of race, ethnicity, and culture" (p. 107), as vital to building safety and trust within multicultural and social justice work. Hence, the IPSI profile can be used to facilitate early broaching conversations between CITs and their faculty or supervisors who will communicate permissiveness and openness to discussing differences, model acceptance of the whole person, demonstrate willingness to relinquish the role of expert, and decrease power imbalances (Day‐Vines et al., [<reflink idref="bib12" id="ref55">12</reflink>]), all with the overarching goal of supporting quality CIT development and eventual client care. Though we recommend implementing the following steps sequentially, the counselor educator and/or the CIT may find it necessary to use a recursive process moving back and forth between the different steps.</p> <hd id="AN0175919054-10">Step one: Establish an IPSI profile</hd> <p>The process of self‐awareness begins with examining one's beliefs, attitudes, and experiences (Day‐Vines et al., [<reflink idref="bib12" id="ref56">12</reflink>]). Though leaders in the counseling profession may consult resources such as the <emph>ACA Code of Ethics</emph> (ACA, [<reflink idref="bib1" id="ref57">1</reflink>]), the MSJCC (Ratts et al., [<reflink idref="bib23" id="ref58">23</reflink>]), and the 2016 CACREP Standards (CACREP, [<reflink idref="bib10" id="ref59">10</reflink>]) for guidance and structure in preparing education and training content, it can be difficult to accurately gauge a starting point for marking progress. To address this challenge, counselor educators and supervisors can use the IPSI to establish a baseline of CIT intersectional privilege awareness that is then used in identity and skill development activities as well as discussions around accountability. For example, once a CIT completes the IPSI, they will have scores for each of the identity privilege subscales and each of the socially referenced privilege subscales. These scores represent the CITs who held privilege in each of these subscale areas creating a snapshot or profile of their held privilege. With this information, CITs can examine areas where they hold more privilege, where they hold less privilege, and the implications of each on their lived experiences in their developing identity as counselors. This intersectional privilege profile can then be used as a baseline measure for development activities throughout the CIT's course progression.</p> <hd id="AN0175919054-11">Step two: Use the IPSI profile to guide discussions</hd> <p>Counselor educators must establish rapport and create working relationships with CITs to facilitate learning and development (Borders & Brown, [<reflink idref="bib6" id="ref60">6</reflink>]). The same is true of the therapeutic alliance between counselors and clients. Given the complexity of issues around intersectional identity, privilege, marginalization, and oppression, CITs must learn how to relate to others at both cognitive and relational levels while embracing that complexity. To address the relational aspects of the process, the IPSI profile can be used to cultivate mutuality, safety, and trust, which are elements necessary to ground relationships before confronting issues that challenge relationships.</p> <p>The use of the IPSI profile by counselor educators and supervisors can provide an opportunity to model the impact of broaching on a relationship. Since the skill of broaching is highly encouraged in the early stages of counseling relationships, it is important that CITs gain experience and confidence in broaching issues of power and privilege (Day‐Vines et al., [<reflink idref="bib12" id="ref61">12</reflink>]). Counselor educators and supervisors can use the IPSI alongside models such as the Multidimensional Model of Broaching Behavior (MMBB; Day‐Vines et al., [<reflink idref="bib12" id="ref62">12</reflink>]) to engage CITs in a parallel process that models these important relational skills. Because implementing these skills often involves moments of critical consciousness with varying degrees of internal conflict and emotional vulnerability, contemplative exercises can also be used to complement the use of the IPSI profile to facilitate the integration of both the emotional and attentional elements of self‐awareness, which likely will progress parallel to CIT growth. Integrating the IPSI profile with disarming techniques such as mindfulness and reflective writing can help moderate emotional arousal, potentially aiding in the preservation of working and therapeutic alliances.</p> <hd id="AN0175919054-12">Step three: Use the IPSI profile to establish a training and development plan</hd> <p>The IPSI profile can be used to outline an individualized plan for training and development with CITs that aligns with CACREP standards and the MSJCC (Pester et al., [<reflink idref="bib19" id="ref63">19</reflink>]). Optimized use of the IPSI profile must incorporate two broad time dimensions: (<reflink idref="bib1" id="ref64">1</reflink>) the CIT's stage of development and (<reflink idref="bib2" id="ref65">2</reflink>) program sequence. In keeping with this logic, Barrio‐Minton et al. ([<reflink idref="bib3" id="ref66">3</reflink>]) recommended using a graduated system for evaluating student learning outcomes throughout the program, moving from introduction to reinforcement, then mastery of concepts. Graduated training plans can be implemented at a program level through advising and mentoring relationships; at a course‐level through experiential, reflective, and graded activities; or at a clinical level through supervision. We provide case illustrations of ISPI use at each of these levels below.</p> <hd id="AN0175919054-13">CASE EXAMPLE</hd> <p></p> <hd id="AN0175919054-14">Use of the IPSI in advising</hd> <p>Portfolios are often helpful assessment tools for monitoring growth and development over time. Counseling faculty advisors (FAs) can work with advisees to develop individualized training or development plans that incorporate the CIT's IPSI profile. FAs can follow the guidance provided by Barrio Minton et al. ([<reflink idref="bib3" id="ref67">3</reflink>], pp. 96–97) in constructing a portfolio based on the IPSI profile.</p> <p>Using a portfolio assessment process, the IPSI can be introduced and completed by the CIT (step one) during their initial meeting with their FA. Next, FAs can review the CIT's IPSI profile and share information from their own IPSI profile to ground the relationship (step two). CITs can then be instructed to choose their own training objectives and be prepared to discuss them in a follow‐up advising meeting. These objectives could be established and assessed on a semester‐by‐semester basis, yearly basis, or at the completion of the program. In a follow‐up advising meeting, the FA should review the CIT's self‐selected training objectives together with the CIT and finalize the training activities outlined in the portfolio (step 3). The IPSI subscales can be used to categorize and identify specific areas for CIT attention and growth. For example, a CIT who had a high score in religious privilege on the IPSI might consider establishing a training objective focused on developing awareness of various religions and understanding the experiences of individuals who follow those religions. Specific training activities might include reading books about specific religions, attending religious ceremonies, or following social media accounts and subscribing to podcasts that provide education about specific faith communities and the lived experiences of their members.</p> <p>Because of the unique nature of the advising relationship, FAs can both support advisees and hold them accountable for meeting their identified objectives throughout the evaluation cycle. Given the importance of relational aspects of learning and development, FAs serving in strictly administrative roles may wish to reserve the use of the IPSI for contexts where they have the added benefit of reaching students through teaching or supervision. In keeping with a developmental approach, CITs should be given adequate time to develop the cognitive understanding and trust to support any affective and behavioral goals that will be achieved through completing the portfolio. At the completion of the portfolio, FAs will have practical data to demonstrate CIT attainment of the MSJCC and their advisee's readiness to engage in culturally responsive professional practice.</p> <hd id="AN0175919054-15">Use of the IPSI in counseling coursework</hd> <p>Because the construct of intersectional privilege is often outside of the awareness of individuals who hold privileged identities, it is important that counseling coursework be developed that brings that privilege into the awareness of the CITs who hold it (Pester et al., [<reflink idref="bib19" id="ref68">19</reflink>]). We recommend using the IPSI alongside reflective activities within counseling coursework to help CITs develop self‐awareness around their positions of privilege and to learn how to mitigate the impact of their privilege within their work as a counselor. There are many core CACREP courses into which the IPSI could be incorporated (e.g., introduction to counseling, ethics, assessment, multicultural counseling, techniques, and practicum/internship). We will focus specifically on what it might look like to incorporate it into a beginning techniques course.</p> <p>In the counselor education curriculum, the beginning techniques course is often the first opportunity that CITs have to not only learn basic counseling skills but also put those skills into practice with a mock client. We believe this is an appropriate point within the curricular progression to focus on developing CIT competency around the MSJCC domains of (<reflink idref="bib1" id="ref69">1</reflink>) counselor self‐awareness, (<reflink idref="bib2" id="ref70">2</reflink>) client worldview, and (<reflink idref="bib3" id="ref71">3</reflink>) the counseling relationship. To accomplish this, the course faculty can introduce both the IPSI and the MMBB (Day‐Vines et al., [<reflink idref="bib12" id="ref72">12</reflink>]) during the first weeks of the techniques course when CITs are introduced to the introductory skills of greeting clients and building rapport. This activity progression should be completed prior to any mock counseling sessions. Once the concepts of intersectional privilege and broaching are taught to the CITs, the course faculty can assign a reflective activity that includes completion of the IPSI as part of the course requirements (step one). The faculty member would provide the IPSI to the students to complete independently along with reflection prompts such as (<reflink idref="bib1" id="ref73">1</reflink>) what information did you learn about areas of privilege and marginalization in your own life from your IPSI results? (<reflink idref="bib2" id="ref74">2</reflink>) How might this impact your work as a counselor? (<reflink idref="bib3" id="ref75">3</reflink>) What actions do you need to take based on this information as you start your clinical work?</p> <p>During the next class meeting, the course faculty member would share their IPSI results and would model how to translate those results into potential broaching opportunities (step two). This can be modeled through a mock counseling session where the faculty member demonstrates how to explore client identities and how to broach differences to build rapport. CITs often experience nervousness around practicing broaching for the first time. By modeling the techniques of broaching and displaying their own vulnerability in self‐disclosure, faculty members can help to normalize the use of broaching within the therapeutic process. Once these skills have been demonstrated, the faculty member can then provide opportunities for the CITs to practice broaching techniques with their classmates and in their mock counseling sessions. As the faculty member provides feedback to the students about their implementation of the skill, they can also work with the students to identify specific training actions to help develop the knowledge and skills they need to appropriately attend to their privilege within counseling relationships (step 3).</p> <p>Reflective activities such as this one provide opportunities for faculty to support the development of the MSJCC and culturally responsive counseling practice, while also holding students accountable for developing important self‐awareness about how they present as a counselor and the impact it might have on the development of therapeutic counseling relationships with their clients.</p> <hd id="AN0175919054-16">Use of the IPSI in supervision</hd> <p>The <emph>ACA Code of Ethics</emph> ([<reflink idref="bib1" id="ref76">1</reflink>]) outlines the requirement for multicultural counseling competency across all counseling specialties so that counselors are equipped to serve as advocates who can intervene with and on behalf of clients at various intrapersonal and interpersonal levels (Ratts et al., [<reflink idref="bib23" id="ref77">23</reflink>]). Clinical supervisors can use the IPSI as a foundational ethos to implement organizational standards, ethics, and best practices of supervision related to addressing privilege and marginalization with their supervisees in a way that transcends counseling specialty and setting. We propose the following model for using the IPSI in supervision.</p> <p>During the first supervision session, the clinical supervisor will introduce the IPSI and provide time for the supervisee to complete the assessment (step one). Once completed, the supervisor will share their IPSI profile and will then invite the supervisee to share their own results (step two). Next, the supervisor can use a parallel process to model a broaching discussion about any differences that might exist in their supervisory relationship—a process the supervisee can later use with their own clients. This can be followed by a discussion about how the supervisee's intersectional privilege profile impacts their identity as a counselor and how it might potentially impact their work with clients. Using this information, the supervisor can then work with the supervisee to identify training activities they can complete to develop skills for attending to issues of privilege and marginalization in each of their counseling relationships (step 3). By introducing this discussion of intersecting identities and the privilege or marginalization associated with them, the supervisor can use the supervisee's IPSI profile as a lens to discuss each of the supervisee's clinical cases in supervision. For example, when a supervisee gets a new client and shares the case in supervision, the supervisor can facilitate a discussion about any identity and privilege differences within the relationship, any potential barriers those differences might create, any needs for broaching within the counseling relationship, and can help the supervisee identify culturally responsive and appropriate counseling interventions specific for the case. This approach allows the topics of intersectionality and privilege to be threaded through every case discussion and allows the supervisor to both support the development of the supervisee's MSJCCs and to hold them accountable for doing the work of developing those competencies.</p> <hd id="AN0175919054-17">IMPLICATIONS FOR COUNSELOR EDUCATORS USING THE IPSI WITH COUNSELORS‐IN‐TRAINING</hd> <p>This conceptual piece outlines applications of the IPSI, presenting its utility in developing working alliances and training and development plans within counselor educator–student relationships and supervisor–supervisee relationships. MSJCC is expected of all counselors, yet counselors and counselor educators often lack means to measure the attainment of these goals. Though the IPSI does not completely solve this dilemma, it does give counselor educators and supervisors data that can inform their work. The data can then be used to facilitate strong relationships among counselor educators and students and supervisors and supervisees; it can also be used by counselor educators to monitor CITs' achievement of objectives outlined in training and development plans.</p> <p>IPSI profiles can help advance CIT development in the area of multicultural and social justice counseling competency by increasing self‐awareness and recognition of intersectional privilege. CITs engage in extensive learning of course content during their programs while they continually learn about themselves. The IPSI is a self‐exploration tool that can be used by counselor educators and supervisors to help CITs understand how intersectional privilege can potentially impact their work in counselor–client relationships. Training and development plans created by counselor educators can be used to help CITs work through any issues or challenges across various phases of counselor development (e.g., newly admitted CITs taking introductory coursework vs. more seasoned CITs taking clinical coursework).</p> <p>Several implications for counselor educators and supervisors should be considered while using this approach with CITs. Although the integration of multicultural and social justice counseling has markedly progressed within counselor education and supervision, operationalizing the MSJCC in counseling practice is complex. In using the IPSI with CITs, there is an opportunity to identify strengths, needs, and learning targets that are useful in developing CITs' competencies. Thus, each step of the approach has its benefits for use and consequences if neglected.</p> <p>First, in step one while considering the creation of IPSI profiles, it is important that counselor educators take the IPSI themselves before using it with CITs to make sure the contents of the assessment are fully understood. Otherwise, counselor educators may find it difficult to engage in dialogue about the IPSI that progresses CITs' multicultural and social justice counseling skills. The IPSI can assist counselors in meeting a key expectation: understanding the different ways that identity, privilege, and marginalization intersect (Chan et al., [<reflink idref="bib9" id="ref78">9</reflink>]; Ratts, [<reflink idref="bib22" id="ref79">22</reflink>]; Singh et al., [<reflink idref="bib24" id="ref80">24</reflink>]). Counselor educators, supervisors, and FAs who complete the IPSI will benefit from it and increase their own self‐awareness in the critical areas assessed by the tool. Increased awareness among counselor educators can facilitate the same in their CITs (Thacker et al., [<reflink idref="bib26" id="ref81">26</reflink>]). Counselor educators, supervisors, and FAs who neglect this important step may not have a baseline measure for understanding their own intersecting positions of privilege, power, and marginalization relevant to the MSJCC developmental domain of counselor self‐awareness and can struggle to help CITs recognize these areas in their profiles.</p> <p>In cases where counselor educators, supervisors, and FAs are uncomfortable exploring and sharing this information with CITs, it is prudent to seek supervision and/or consultation. According to the <emph>ACA Code of Ethics</emph> ([<reflink idref="bib1" id="ref82">1</reflink>]), counselors have a professional responsibility to evaluate their efficacy in this way (Standards F.1.a., F.2.b., and F.7.c.). After working through discomfort, the experience can deepen counselor educators', supervisors', and FAs' understanding of the obstacles CITs might face in reconciling new knowledge and experiences regarding intersectional identity, privilege, and marginalization. Such scenarios could present powerful opportunities to model the self‐exploration process that precedes broaching for CITs, especially for CITs who belong to marginalized identity groups and can benefit from this guidance and support (ACA, [<reflink idref="bib1" id="ref83">1</reflink>].11.b.). Seeking supervision and/or consultation can help counselor educators and supervisors honor their roles and relationships (ACA, [<reflink idref="bib1" id="ref84">1</reflink>].11.b., F.11.c.) and further develop their supervision competence (F.2.b.).</p> <p>Second, step two is focused on using the IPSI profile to guide discussions that ground and cultivate the relationship between the counselor educator/supervisor and the CIT. The principles of counselor educator–student and supervisor–supervisee relationships mirror those of the counselor–client relationship, which must be safeguarded through ethical and multiculturally competent practice (ACA, [<reflink idref="bib1" id="ref85">1</reflink>]). As outlined in the MSJCC, increasing counselor awareness in the area of intersectional privilege can improve counselor–client relationships. Considering how the IPSI can help CITs increase awareness as it relates to intersectional privilege, a parallel process can happen in the counselor–client relationship as a result of the process being modeled in counselor preparation and training; clients can increase their self‐awareness of intersectional privilege while working with counselors who are competent in broaching these topics. Counselor educators and supervisors who fail to adequately attend to grounding and cultivating the relationship and developing a plan for monitoring growth run the risk of diminishing the importance of intersectional identity and the dynamics of power, privilege, and oppression, resulting in potential harm to CITs and, by extension, to clients.</p> <p>Finally, step three is focused on planning stages and tasks of CIT development throughout the counselor education program. Data from the IPSI profile can be useful in helping counselor educators understand how a student perceives their areas of intersectional privilege at the point of assessment and how experiences in courses might impact that understanding over time (Thacker et al., [<reflink idref="bib26" id="ref86">26</reflink>]). Given the IPSI's exploration of multiple identities, the assessment provides useful data to help CITs target areas of underdevelopment with regard to the MSJCC and challenge their efforts in combating inequities. Plans that are not guided by data are susceptible to misguidance. Like other self‐exploration or values clarification exercises, using the IPSI in counselor preparation and training can prompt recognition of personal or dispositional issues. In keeping with professional guidelines (ACA, [<reflink idref="bib1" id="ref87">1</reflink>], Standards F.6.c, F.8.d, and F.9.c), counselor educators and supervisors who encounter personal issues and dispositional issues that arise during the processing of CITs IPSI profiles should follow their normal protocols for linking CITs with support services (e.g., recommending the CIT visit their university's counseling center, recommending the CIT seek individual counseling in the community, and providing the CIT with remediation support).</p> <p>Counselor educators can use the IPSI profiles in their various efforts in preparing CITs to serve diverse clients. As such, the proposed approach to using the IPSI profile for counselor development of the MSJCC only begins to explore the utility this assessment offers to the counselor education and supervision field. Counseling professionals can embrace and employ this tool to help the profession determine if it is meeting the demands of a society fighting long‐standing, systemic inequities stemming from ideologies that assign value to humans based on aspects of their identities including race, gender, and class. Using this assessment could have a tremendous impact on when and how CITs broach conversations about race, ethnicity, and culture with clients.</p> <p>Counseling professionals' commitment to using and further researching the utility of this instrument may be key in helping counselor education and supervision lead the mental health field in addressing issues of privilege, oppression, and discrimination that clients often face. Specifically, ACA in recent years published various position statements expressing its commitment to anti‐racist counseling and social justice. Future researchers might, for example, use the IPSI to assess how counselor educators nationwide experience intersectional privilege and what that means for the clients counselors serve.</p> <p>Though this assessment can be easily integrated into courses addressing multicultural and social justice counseling issues to deepen CIT understanding, we contend that the IPSI can be integrated into all counselor education courses to help educators broach conversations about multicultural counseling and social justice. Data from IPSI profiles can make interesting conversations in research and statistics courses. IPSI profiles can also be explored throughout group counseling courses and can be useful in introducing the skill of broaching in courses focused on clinical skills, as well as in supervision and advising.</p> <p>Conducting more research using the IPSI could pave the way for the instrument to become practical beyond its utility with CITs. For example, it is plausible that the assessment will be effective in increasing self‐awareness for practicing counselors, social workers, psychologists, and other helping professionals. Furthermore, increasing self‐awareness among counselors and helping professionals is only one step in achieving social justice; it is important that clients increase their self‐awareness of intersectional privilege as well. It is, therefore, recommended that the IPSI be adapted for use in counselor–client dyads to increase the likelihood of removing additional barriers to client success.</p> <hd id="AN0175919054-18">CONFLICT OF INTEREST STATEMENT</hd> <p>The authors declare no conflict of interest.</p> <ref id="AN0175919054-19"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref19" type="bt">1</bibl> <bibtext> American Counseling Association. 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  Data: An Assessment-Based Approach to Understanding Intersectional Privilege
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  Data: <searchLink fieldCode="AR" term="%22Sheerah+Neal+Keith%22">Sheerah Neal Keith</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2682-242X">0000-0002-2682-242X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Danielle+Pester+Boyd%22">Danielle Pester Boyd</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0104-0050">0000-0002-0104-0050</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erica+Montgomery%22">Erica Montgomery</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9435-3979">0000-0002-9435-3979</externalLink>)<br /><searchLink fieldCode="AR" term="%22Monica+L%2E+Coleman%22">Monica L. Coleman</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0513-0221">0000-0002-0513-0221</externalLink>)
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Awareness of intersectional privilege is a theme woven throughout the Multicultural and Social Justice Counseling Competencies (MSJCC). However, a paucity of resources exists to guide counselor educators and supervisors in helping counselors-in-training (CITs) examine personal positions of privilege embedded within the MSJCC framework. The Intersectional Privilege Screening Inventory (IPSI) is among the first instruments yielding psychometrically valid scores to assess intersectional privilege as a training tool for CITs. We urge counselor educators and supervisors to employ the IPSI to facilitate CIT growth and development in multicultural and social justice counseling. A brief review of the literature on intersectionality, privilege, and intersectional privilege is presented as a foundational context for the broader discussion of the IPSI. We then describe a conceptual approach for using the IPSI in CIT training and development followed by case examples highlighting the IPSI's utility. We conclude with implications for counselor education and supervision.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1415696
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1415696
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/ceas.12291
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 69
    Subjects:
      – SubjectFull: Advantaged
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Intersectionality
        Type: general
      – SubjectFull: Supervisors
        Type: general
      – SubjectFull: Counselors
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Screening Tests
        Type: general
      – SubjectFull: Measures (Individuals)
        Type: general
      – SubjectFull: Psychometrics
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: Cultural Pluralism
        Type: general
      – SubjectFull: Competence
        Type: general
      – SubjectFull: Perception
        Type: general
      – SubjectFull: Counselor Educators
        Type: general
    Titles:
      – TitleFull: An Assessment-Based Approach to Understanding Intersectional Privilege
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Sheerah Neal Keith
      – PersonEntity:
          Name:
            NameFull: Danielle Pester Boyd
      – PersonEntity:
          Name:
            NameFull: Erica Montgomery
      – PersonEntity:
          Name:
            NameFull: Monica L. Coleman
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0011-0035
            – Type: issn-electronic
              Value: 1556-6978
          Numbering:
            – Type: volume
              Value: 63
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Counselor Education and Supervision
              Type: main
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