Wiley: Journal of Multicultural Counseling and Development: Table of Contents

Mental Health Stigma and Help‐Seeking Attitudes Among International Students: A Sociocontextual Model

Sojeong Nam, Nayoung Kim, Jeongwoon Jeong, Haejin Jung — Sun, 07 Jun 2026 23:01:51 -0700

ABSTRACT

Drawing on the socioecological framework, this study introduced a sociocontextual model of stigma by examining multiple levels of mental health stigma and their association with help-seeking attitudes among international students using structural equation modeling. The findings indicated that campus stigma and perceived public stigma were not directly associated with help-seeking attitudes but demonstrated significant indirect associations involving stigma internalization. These results contribute to a more comprehensive understanding of mental health stigma among international students and highlight the importance of considering multilevel sociocontextual links with help-seeking.

Beyond Ecological Neutrality: A LatCrit, Borderlands, and Community Cultural Wealth Framework for School Counselors Working With Undocumented Latinx Students

Robert R. Martinez Jr., Juan F. Carrillo — Fri, 05 Jun 2026 04:46:13 -0700

ABSTRACT

School counselors working with undocumented Latinx students have increasingly drawn on Bronfenbrenner's ecological systems theory, yet this framework carries an epistemological limitation: it treats surrounding systems as structurally neutral, obscuring racialized mechanisms of exclusion and endangerment. This position paper proposes a theoretically integrated alternative grounded in six pillars: LatCrit theory, Menjívar and Abrego's concept of legal violence, Anzaldúa's Borderlands and nepantla theory, Yosso's Community Cultural Wealth model, Rendón's Validation Theory, and a critique of the Dreamer narrative's politics of deservingness. Drawing on recent scholarship documenting enforcement-driven enrollment declines, fractured college-going pathways, and the contradiction of silence and disclosure produced by legal violence, the paper grounds this framework in current evidence, identifies implications for school counseling practice, and offers a case illustration of practice from within the framework.

Remaining Culturally Responsive Despite Discriminatory Policies Impacting Schools: Guidelines for School Counselors

Isaac Burt, Anita Young — Thu, 04 Jun 2026 01:00:11 -0700

ABSTRACT

The enaction of laws targeting DEI in K-12 schools creates challenges that leave school counselors and educators vulnerable. Specifically, these legislative acts contradict with culturally responsive and ACA/ASCA ethics. While upholding legality is critical, left out of this discussion is how school counselors respond to the impact these polices have on racially diverse students’ well-being. This brief article seeks to provide guidelines detailing how school counselors can lead effectively in these circumstances.

Emerging Issues for Counselors Applying Neuroscience With Black Clients: Avoiding Scientific Racism

Isaac Burt — Mon, 06 Apr 2026 23:48:43 -0700

ABSTRACT

Neuroscience-infused methods are heavily impacting the manner in which counselors, educators, and researchers approach working with clients and conducting research. While some scholars perceive neuroscience as scientifically objective and culturally neutral, that is not entirely true. Social values and systemic racism/barriers still influence studies and can result in racially biased outcomes. To bring attention to these shortfalls, I highlight methods on how to avoid scientific racism through an Africana perspective. I conclude with a call for action to galvanize counselors, scholars, and educators to keep pushing boundaries by continuously seeking to eliminate systemic racism/discrimination in neuroscience.

Broaching as an Equitable Approach to Counseling Black Students in Advanced Academic Courses and Programs

Sun, 05 Apr 2026 23:56:08 -0700

ABSTRACT

Broaching is a cognitive willingness or directedness to initiate a conversation on a topic that may be difficult or uneasy to discuss with all parties involved. Within the counseling context, broaching refers to the school counselor's or helping professional's effort to initiate or respond to issues related to race, ethnicity, and culture in the counseling process. Further, within the broaching framework, the counseling context is interpreted broadly, but it includes strong awareness and understanding of the dynamic interplay of race, ethnicity, gender, social class status, sexual orientation, religion, national origin, immigration status, ability/disability, and so forth, and how they individually and collectively shape beliefs, practices, value orientations, sociopolitical realities, and positionalities. Given the symbiotic relationship among race, ethnicity, and culture, this article emphasizes the social construction of race and class and how they work together to influence counseling/educational and non-counseling/educational dynamics. Because Black students are disproportionately underrepresented in Gifted and Talented Education (GATE), Advanced Placement (AP), and International Baccalaureate (IB) programs, we highlight the effects of race and class in such programs, contributing to Blacks’ underrepresentation. We also include Boykin's Afro-centric cultural styles framework and Cross’ racial identity theory to illustrate the additional layers to the broaching process.

The BRIDGE Model: A Structured Approach to Broaching Training

Charmeka Newton, Janeé M. Steele — Sun, 05 Apr 2026 23:56:08 -0700

ABSTRACT

Broaching is a critical skill that should be explicitly integrated into clinical training and professional development. However, teaching broaching can be challenging, as it requires addressing personal biases, navigating difficult conversations, and fostering a deep understanding of cultural humility. This article presents the BRIDGE model, a structured framework designed to facilitate broaching training for mental health professionals and trainees. Elements of the model are described, followed by a discussion of challenges encountered in its implementation and strategies to address them.

Broaching the Subjects of Race and Other Intersectional Identities and Sources of Strength/Oppression During the Counseling Process: Introduction to Special Issue

Carla Adkison‐Johnson — Sun, 05 Apr 2026 23:56:08 -0700

Journal of Multicultural Counseling and Development, Volume 54, Issue 2, Page 50-51, April 2026.

Letter From the Guest Editor

Norma L. Day‐Vines — Sun, 05 Apr 2026 23:56:08 -0700

Journal of Multicultural Counseling and Development, Volume 54, Issue 2, Page 52-54, April 2026.

Issue Information

Sun, 05 Apr 2026 23:56:08 -0700

Journal of Multicultural Counseling and Development, Volume 54, Issue 2, Page 49-49, April 2026.

Broaching Race, Ethnicity, and Culture: Examining Counselor Trainees’ Growth Through Experiential Training

Joseph M. Williams — Sun, 05 Apr 2026 23:56:08 -0700

ABSTRACT

This study examined the development of counselor trainees’ (n = 26) broaching skills over a 15-week multicultural–social justice counseling course using pre- and posttest video vignette responses. Grounded in the Multidimensional Model of Broaching Behavior and the Multicultural Orientation framework, this study evaluated growth across five key dimensions: directness in broaching, validation of client experience, depth of exploration, conciseness and clarity, and comfort and confidence in broaching. Content analysis revealed meaningful gains in trainees’ ability to explicitly name race, acknowledge systemic discrimination, and foster safe, culturally responsive spaces for clients. The findings underscore that broaching is both a technical and relational skill that requires practice, reflection, and cultural humility. Implications for integrating broaching skill development into counselor education curricula and directions for future research are discussed.

Beyond Western Paradigms: Factors Influencing Broaching Behaviors Among School Counselors in Türkiye

Mustafa Aydogan, Ahmet Abakay, Mustafa Kemal Yöntem, Marty Jenicus — Sun, 05 Apr 2026 23:56:08 -0700

ABSTRACT

This study explored factors shaping Turkish school counselors’ decisions to broach cultural issues in diverse school environments. Three distinct perspectives emerged: personal–professional commitment, context-driven advocacy, and cultural hesitancy. Findings highlight counselors’ varied readiness to integrate broaching into their ethical responsibilities, professional identities, and local sociocultural dynamics. The study emphasizes the need for culturally responsive practices and specialized multicultural training to support counselors' comfort and competence in proactively addressing sensitive cultural issues within Türkiye's unique educational context.

Broaching as Destigmatizing Practice for Anti‐Asian Oppression: An Application of the Multidimensional Model of Broaching Behavior

Christian D. Chan, S. Anandavalli, Connie T. Jones — Sun, 05 Apr 2026 23:56:08 -0700

ABSTRACT

Longstanding violence against Asians serves as an urgent reminder for counselors to engage in culturally responsive counseling. Despite the uptick of mental health research associated with Asian communities, aggregated trends on counseling and mental health services with Asians overlook distinct inequities and historical implications. Leveraging the Multidimensional Model of Broaching Behavior, this conceptual article reframes broaching as a culturally responsive practice that references historical context and sociopolitical factors and facilitates empowerment for Asians.

Broaching the Intersectionality of Race and Disability in School Counseling

Aaron Albright, Emily Goodman‐Scott, Jenna Alvarez, Rawn Boulden — Sun, 05 Apr 2026 23:56:08 -0700

ABSTRACT

Students of color with disabilities experience compounded inequities. This conceptual article details these compounded inequities. The authors provide a review of the literature related to inequities in education, culturally affirming antiracist school counseling, intersectionality, and broaching. Next, the authors provide a rationale for implementing Day-Vines and colleagues’ multidimensional model of broaching behaviors (MMBB) in school counseling with students of color with disabilities. Then, the authors use the MMBB heuristic to conceptualize practical guidelines for school counselors to engage in direct broaching with their students. These guidelines are tabulated with a description of the four broaching dimensions and their aim within the context of school counseling.

Discrimination, Self‐Compassion, and Family Factors in Suicide Risk Among Asian Young Adults

Tue, 31 Mar 2026 00:00:00 -0700

ABSTRACT

This cross-sectional quantitative study examines how discrimination and self-compassion moderate the associations between family factors (i.e., shame and perfectionism) and perceived burdensomeness (a suicidal risk factor) in an Asian sample. Our study suggested that self-compassion may serve as a protective factor to help mitigate suicide risk when Asian young adults experience shame or criticism from family, whereas discrimination could intensify the feelings of being a burden to their family. Clinical implications were discussed.