Training Directors’ Views of Social Justice Training in Counseling Psychology Doctoral Programs

Given that research suggests counseling psychology social justice training lags behind our intentions, the present study sought to identify both the state of social justice training as well as barriers from the perspective of directors of clinical training (DCTs). Fifteen one-hour interviews were conducted with current or recent DCTs, and the data were analyzed using a consensual qualitative research approach. Analysis yielded six domains: Definition of Social Justice and Social Justice Training, Social Justice Training Opportunities, Quality of Program’s Social Justice Training, Comparisons, Barriers, and Recommendations. Most DCTs believed that social justice was integral to their programs and effective but nonetheless could be improved. Barriers to training included a lack of time, energy, and resources; social justice training not being mandated; and hostile political climates. Participants also provided recommendations for improving training, such as adding social justice training to accreditation requirements, developing community partnerships, and incentivizing social justice training within academia.