Leadership & Advocacy
Philosophy of Leadership and Advocacy
My philosophy of leadership and advocacy is a growing process as each phase of professional development renders a new level of understanding and adaptation. The following essay hopes to offer a synopsis of this philosophy while taking into account the areas that have influenced my beliefs and disposition. A general overview of my philosophy is offered followed by areas that have impacted and influenced my professional journey and culminating with an action plan for the future with opportunities for continuous growth.
General Overview
My philosophy about leadership and advocacy in counselor education is that both roles are an evolving journey personally and professionally. Such a journey is enlightening as it is uncommon for individuals to establish themselves as leaders overnight and have a significant impact in any area. Enlightenment emerges from applying learned concepts to personal and professional experiences while challenging intellectual bounds for growth. It is a matter of identity, which defines who individuals are as professionals and what is required of them under this title (Brat et al., 2016). Once the professional becomes aware of their potential for influence within the field, confidence settles, and a personal desire to engage at a higher level emerges. Hence, being secure in the identity of a professional leader and advocate.
My beliefs about leadership and advocacy of counselor educators in doctoral-level programs have evolved over time. Prior to starting a doctoral degree in counselor education and supervision, I rarely considered the topic of leadership in the field of counseling. As a professional counselor, I have an awareness of ethical guidelines and professional responsibility. However, I would not have deemed myself a leader who seeks innovation and holds a professional responsibility to advance the field. My viewpoint has evolved as I now have an appreciation for leadership and advocacy within the counseling field that goes beyond a mere desire to fulfill requirements set by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The influence from my graduate program’s curriculum, professors, and mentors, have led me to assume professional responsibility for advancing the field. Such desire is common among graduate-level doctoral students, given the impact of partnership and mentoring within preparatory programs (Meany-Walen et al., 2013). Receiving instruction from leaders in the field and witnessing their experiences with research innovation and setting new trends, have served as examples of different ways that I can execute my role as a leader and advocate. Thus, my beliefs are a combination of previously held ideals, mentoring from professionals in the field whom I hold in high regard, and my personal developmental journey through the doctoral program in counselor education and supervision.
Good leadership does not focus on the leader. It involves investing in other people – helping them set and achieve personal goals, creating an environment of autonomy and creativity that leads to self-satisfaction, and establishing a sense of collaboration toward common goals (Meyer & Kramer, 2022). Receiving such disposition from my instructors and mentors set the standard for how I hope to mentor future counselor educators. I look forward to investing in their professional development by helping them feel empowered to take risks, increase their knowledge, and refine their skills. Most importantly, I look forward to simplifying the task of leadership and advocacy as it can seem intimidating to novice professionals in the field. It would bring me great joy and satisfaction to know that I have had a positive influence in the enlightment journey of my future mentees, students, and colleagues.
Impact and Influence
As a leader and advocate in the counseling field, the biggest difference has been my outlook and approach to professional commitments. Given the positive influences that have enriched my journey, I am more confident in my professional identity and look forward to continuous growth. One experience that refined my leadership skills was when I served as president of my county’s school counselor organization during the 2021-2022 school year. When I assumed the role of president, I could not have predicted that the organization was going to endure a systemic reconstruction crisis due to a lack of resources and financial support. During the crisis, it became imperative that I grounded myself on principles that focused on the school counselors that we served and on my board members who needed reassurance during such an uncertain time. Unbeknownst to me at the time, it became apparent that this was the correct choice as the organization was able to move successfully through the systemic reconstruction and became more powerful. School counselors in the community and across social media expressed their support and commitment to seeing the organization succeed. Board members felt empowered to continue serving under new goals, objectives, and guidelines. Finally, at the end-of-year awards ceremony, I became the first president awarded with a radiance award, which is given as a surprise to a counselor who has inspired others in various ways. Accepting this award was truly an honor and an experience that I will never forget. I imagine that my team had to go to great lengths to keep the Radiance Award winner a secret. I am humbled to know that I could serve as an inspiration to others, and I pray that God continues to use me as a vessel for my family, students, colleagues, and the profession.
Action Plan for Leadership
Future Aspirations
Growth and development are continuous aspects of life. As a result, I hope to continue developing as a leader in both areas as I move through the different phases of my journey. Professionally, my action plan for leadership development involves finishing my doctoral program and becoming a professor or influencer in the field of counseling. My aspirations also include collaboration with respected colleagues, attending and presenting in professional conferences, joining and becoming active in professional organizations, mentoring, and writing in some capacity. Although I am currently engaged in some of these activities in the school counseling field, I look forward to having a greater level of involvement outside of school counseling. Therefore, my focus will be on conferences and professional opportunities held by the American Counseling Association, the Association for Counselor Education and Supervision, and others similar to these two.
Another area in which I look forward to growth is that of teaching and instruction, which can take place in a classroom setting, virtually, through mentoring, or supervision. I enjoy these relationships because of the dual growth factor that occurs within them. For instance, as a professor, I look forward to investing in my students and providing them with learning opportunities in the same way that I hope to learn from them. Hence the duality of the relationship. I want to motivate my students, mentees, and supervisees to utilize their past experiences and learned content to come up with solutions for future problems. I want to assist in their professional journey by helping them to develop confidence and become grounded as professionals. My professors, mentors, and colleagues have afforded me this experience. It would be an honor to reciprocate the same for future counselor educators.
Conclusion
The following essay reviewed my philosophy of leadership and advocacy in counselor education and supervision doctoral-level programs. The role of advocate and leader is a requirement based on CACREP standards. However, the desire to engage in these roles beyond the requirement is connected to professional identity development and positive influences from mentors, faculty, and esteemed colleagues. My philosophy is not set in stone as it will continue to develop and take new concepts into consideration. I look forward to continuing my professional journey as a leader and advocate in the field.
References
Brat, M., O’Hara, C., McGhee, C. M., & Chang, C. Y. (2016). Promoting professional counselor advocacy through professional identity development efforts in counselor education. Journal of Counselor Leadership and Advocacy, 3(1), 62–70. https://doi.org/10.1080/2326716X.2016.1145560
Meany-Walen, K. K., Carnes-Holt, K., Barrio Minton, C. A., Purswell, K., & Pronchenko-Jain, Y. (2013). An exploration of counselors’ professional leadership development. Journal of Counseling & Development, 91(2), 206–215. https://doi.org/10.1002/j.1556-6676.2013.00087.x
Meyer, K. P., & Kramer, R. (2022). Taking the lead. Springer