ABSTRACT Utilizing a comparative research design, this study explored the perceived benefits of an interdisciplinary, multi‐institutional learning community for behavioral health students, including counselors‐in‐training at historically Black colleges and universities. To understand the perceived benefits, the researchers examined quantitative and qualitative post‐participation surveys. The findings revealed that overall, participants believed the Learning Community contributed to their development and practice, particularly those who had not yet earned an advanced degree. The Learning Community offered career capital via new knowledge, enhanced graduate training, a safe space, expanded networks, and interdisciplinary/interprofessional perspectives.

ABSTRACT This conceptual article focuses on the Ujima Center located at Bowie State University. It illustrates Bowie State University's strong legacy of training counselors in evidence‐based multicultural practices and the Ujima Center's innovative framework that promotes diversity and equity in school counseling through culturally affirming training. The Ujima Center developed four models;AFFIRM, SAFE, HEART, and GUIDE,—to provide culturally affirming training, advisement, support, and career assistance to Ujima scholars. In addition, the Ujima Center highlights how additional evidence‐based components, such as multitiered systems of support, as well as mental health first aid training, help address the significant inequities in the availability of mental health services for students in K‐12 schools. This conceptual article also explores implications for counselor education, research, and practice.

ABSTRACTCounselors frequently encounter clients or students who make prejudiced comments during counseling sessions. These comments can range from seemingly innocent remarks rooted in ignorance to deeply hurtful statements deliberately intended to harm others. Allowing such comments to go unchallenged, regardless of intent, is unethical and poses risks to both the individuals holding these beliefs and those targeted by them. Despite the importance of addressing this issue, the counseling literature offers limited guidance on how to respond effectively. This article introduces the Validate, Challenge, Request (VCR) technique as a structured approach for addressing prejudiced comments in counseling sessions. It provides case examples, sample scripts, and prompts to illustrate the application of the VCR model with diverse client and student populations. Implications for counseling practice, training, and future research are discussed.

ABSTRACTBlack Americans with disabilities experience a range of inequities including barriers to access, social stigmatization, and health outcomes that are greater than both their White and their nondisabled peers. This conceptual article explains in detail these inequities. The authors provide an overview of the existing models of disability used in counseling, healthcare, research, and educational settings, as well as a rationale for why they are limited. The authors then suggest a 4E cognitive framework rooted in cognitive sciences, philosophy of mind, and neuroscience. The authors explain why a 4E cognitive framework may be better suited than existing models to conceptualize the experiences of Black Americans with disabilities. Finally, the authors provide implications of the usage of this model for counseling, counseling research, and counseling education.

Abstract Despite the need for culturally competent counselors, there is sparse literature on ways counselor educators navigate the processes associated with multicultural training. Using post‐intentional phenomenology, researchers interviewed nine counselor educators about their experience teaching multicultural courses and the challenges they faced in preparing future counselors. Themes related to burden, navigating limited support, the dynamic nature of the course, and achieving multicultural training aims emerged. Implications for counseling programs, academic institutions, and the profession are discussed.

Abstract Counselors and other mental health professionals use Instagram for brand‐building and disseminating information on mental health and counseling resources. This study was an exploratory mixed‐methods analysis of Asian American/Pacific Islander mental health edu‐fluencers to understand their post content and user engagement over the first year of the COVID‐19 pandemic. We describe post content and present analyses of variance results to compare user engagement. Implications of social media use are discussed for mental health professionals and researchers.

Abstract This transcendental phenomenological study described the lived experiences impacting career development among Black women in counselor education specializing in rehabilitation counseling. Womanism centralize their voices in this inquiry, while social cognitive career theory enabled more culturally informed interpretation of their experiences. The findings facilitate correct placement of this group into the literature on employment, career development, and counselor education, and can inform policy changes, curriculum, and interventions to promote diversity and equity in the field.