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Description
In their article in this issue, Hipolito-Delgado and Lee contend that empowering students from marginalized communities is a fundamental role of school counselors and consistent with both the Education Trust's (2003) and the American School Counselor Association's (ASCA, 2004) emphasis on social justice. To help school counselors further this role, the authors make use of empowerment theory, the roots of which are found in Paulo Freire's educational theory. Hipolito-Delgado and Lee do an impressive job of integrating empowerment theory with the role of the school counselor and generating practical suggestions as to how the school counselor might begin to effectuate a process of personal empowerment for students with internalized oppression. The authors are to be congratulated on helping school counselors to understand in very real and pragmatic terms the implications of the commitment to social justice.
Empowerment through counseling, as the authors rightly point out, has been a longstanding emphasis of the profession. Equally longstanding has been the debate around how to empower clients and the emphases accorded to the different dimensions of an individual's existence--for example, intrapsychic, interpersonal, and sociopolitical. In a very convincing fashion, Hipolito-Delgado and Lee describe how school... |
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