Ana Guadalupe Reyes, PhD, Core Faculty in the School of Counseling, Psychology, and Therapy in Seattle, published a chapter in the textbook Group Dynamics and Group Processes: Human Interactions in Counseling, Human Services, and Leadership, designed to invite mental health professionals and allied practitioners to create culturally affirming groups.
This chapter is a comprehensive introduction for mental health professionals and allied practitioners, delving into critical consciousness, diversity, and social justice within group settings, explicitly focusing on historically marginalized communities. These include Black, Indigenous, and People of Color (BIPOC), immigrants, and Lesbian, Gay, Bisexual, Trans, Transgender; Two-Spirit, Gender Expansive, Queer & Questioning, Intersex, Agender; Asexual & Aromantic, Pansexual; pan/Polygender; Poly Relationship Systems, and other related identities (LGBTGEQIAP+).
The chapter emphasizes the integration of two frameworks— the multicultural orientation framework and the healing justice framework—into group processes. By incorporating these frameworks, practitioners can elevate critical and cultural consciousness, fostering a heightened awareness of social justice issues and advocacy while supporting group members in their healing. This integration amplifies awareness of diversity and contributes to establishing more inclusive, decolonial, and equitable group dynamics. Through this multifaceted exploration, mental health professionals and allied practitioners are equipped with valuable insights and practical approaches to navigate and address the complex systems of oppression that are often reenacted within group contexts, promoting a holistic and anti-oppressive responsive approach to mental health and healing.
Reyes and colleagues published a teaching brief, “An Invitation to Lead Anti-Oppressive Research Labs in Counselor Education Programs,” in the ACES Teaching Practice Briefs, a scholarly journal containing summaries and practical guides that describe teaching innovations and instructional strategies pertinent to counselor education. The brief invites counselor educators (CEs) to establish and lead anti-oppressive and liberatory research labs in counselor education programs. It urges CEs to facilitate the exploration of research interests and scholarship opportunities for master’s- and doctorate-level students through mentorship and training. The brief illustrates the implementation of three strategies: (a) critical reflexivity, (b) centering relationships, and (c) assessing efficacy through the discussion of a research lab. Additionally, the brief addresses ethical and social justice considerations when leading research labs and notes implications and limitations for CEs to build upon when implementing anti-oppressive and liberatory praxis.
