Running head: THIS I BELIEVE

This I Believe: A Philosophical Discussion on Social Justice

Shelby Namba
Seattle University

Running head: THIS I BELIEVE

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Abstract

A future school counselors responsibilities and beliefs were carefully examined and reflected
upon. This paper began by providing a succinct explanation of what social justice means as a
school counselor. The author continued by discussing the theoretical framework of the cycle of
socialization, its relation to the educational setting, and the anticipated roadblocks the cycle
could create. Next the author discussed how the promotion of social justice is an ethical
responsibility and the role ethical standards will play in guiding an agenda of social justice. This
paper then explained how Adlerian concepts can be applied in a school setting to fulfill the
school counselors responsibility to promote social justice. Finally, the author concluded by
reiterating how critical social justice is in the overall success of students in the educational
setting.

Word count: (130)

Running head: THIS I BELIEVE

This I Believe: A Philosophical Discussion on Social Justice

I have found mental health, education, and guidance to be outstanding, reoccurring
interests in my life and I believe a career in school counseling allows the unique opportunity to
blend these passions into a suitable profession. As a future professional school counselor, I
believe in the essential role social justice will take in the foundation of each students education.
Social justice means supporting and helping students succeed regardless of their cultural,
socioeconomic, or religious background and regardless of their life circumstances or sexual
orientationsimply, regardless. Having grown up in an inner city neighborhood, I am familiar
and comfortable in a diverse public school environment. As a result, I have become a strong
advocate of equal opportunity for all students. I strongly believe that every student deserves
support from a reliable figure and I know I can help our school systems strive toward this notion
by being the bridge that connects students, parents and school administrators. Since my work
will take many forms within a school, I will wear many hats as a school counselor. I believe this
will allow for a unique opportunity: to be a social justice advocate at both an individual student
level and a systemic school-wide level. With that said, the rest of this paper will delve into the
theoretical frameworks that will guide my agenda of social justice and help address anticipated
roadblocks, my responsibility in promoting social justice, and how I plan to do so.
Considering my future professional practice as a school counselor, I anticipate facing
some systemic and organizational level roadblocks. For example, consider what Adams et al.
(2013) calls the cycle of socialization. The cycle of socialization is the idea that individuals are
born into specific sets of social identities that both contribute and fall victim to the consistent
cycle that determines how to be our identities (Adams et al., 2013). There are several parts of
the cycle of socialization, one of which is Institutional and Cultural Socialization. This part of the

Running head: THIS I BELIEVE

cycle speaks to the conscious and unconscious messages we receive about who should have
power and who should not by all the institutions we encounter: education, religion, medicine,
law, criminal justice, government, social services, and business (Adams et al., 2013, p. 46).
Combatting institutional socialization is a systemic level issue that I expect to facebeing aware
and raising the awareness of the role education plays in this socialization cycle is the first step.
Creating a school environment where students feel safe and free to express their identities will be
critical in this fight. Since much of a students day is spent at school, it should be a consistent
source of stability and refuge. To do so as a school counselor, I must work with local
communities, school staff, parents, and students to maintain a school culture that is safe,
consistent, and welcoming.
Having a career in education, promotion of social justice is not only a responsibility, but
an ethical obligation of mine as a future school counselor. That is, it is upon the school counselor
to work as advocates and leaders in the school to create equity-based school counseling
programs that help close any achievement, opportunity, and attainment gaps that deny all
students the chance to pursue their educational goals (American School Counselor Association,
2010, E.2., para. g). With that said, as a school counselor there will be several resources that will
guide my decisions and outcomes. One resource will be the American School Counselor
Association (ASCA) Ethical Standards (2010). These standards were designed to provide the
direction I will require when addressing any potentially sensitive issues or concerns, ultimately
allowing me to keep a students best interest as my highest priority.
In addition to the ASCA Ethical Standards, I plan to use Adlers Individual Psychology as
my theoretical approach because of its compatibility with my goals as a school counselor. In
order to promote social justice, I will use specific Adlerian theories. Take for example the

Running head: THIS I BELIEVE

Adlerian concept of social interest, or peoples innate potential to act cooperatively for social and
personal benefit. Ziomek-Daigle, McMahon, and Paisley (2008) suggested that building social
interest within a schools culture creates a sense of unity and shared successhelping to
eliminate dominance and promote social justice by ensuring that every student has access to all
the educational opportunities a school has to offer (p. 460). Therefore promoting social justice
in a schools culture, while maintaining a safe environment, will ultimately benefit the students
and their experience at school. I will expect resistance; however I plan to work closely and
openly with students, parents, school staff, and neighboring communities in hopes of creating a
sense of overall unity. This will mean teaming with school staff to provide clear standards and
school rules for students and reaching out to parents and local communities in an effort to
maintain consistent standards in and outside of school.
The profession of school counseling involves dedication, passion, and leadership. I
believe that the school counselors duties are not only important, but incredibly unique; it is their
job to simultaneously make changes and promote social justice at the individual student level and
at the systemic level within a school. This paper examined what social justice means to me in
relation to my professional practice, my understanding of my responsibilities, the roadblocks I
expect to face, and how I plan to combat them. With that said, it is my ultimate goal to be guided
by social justice frameworks when providing a safe space for students to grow and when offering
the necessary support for each student to be academically, socially, and personally successful.

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References

Adams, M., Blumenfeld, W. J., Castaneda, R., Hackman, H. W., Peters, M. L., & Zuniga, X.
(Eds.). (2013). Readings for diversity and social justice (3rd ed.). New York: Routledge.
American School Counselor Association. (2010). Ethical Standards for School Counselors.
Retrieved from http://www.schoolcounselor.org/files/EthicalStandards2010.pdf.
Ziomek-Daigle, J., McMahon, G., & Paisley, P. (2008). Adlerian-based interventions for
professional school counselors: Serving as both counselors and educational leaders.
Journal of Individual Psychology, 64(4), 450-467.