ACA Advocacy Competencies (Updated 2018)

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American Counseling Association

Advocacy Competencies
Endorsed by ACA 2003 (Lewis, Arnold, House & Toporek) and Updated in 2018
(Toporek & Daniels)

The historical roots of advocacy within the counseling profession can be traced back to
the early 1900’s with Frank Parson’s work related to vocational guidance in underserved
communities along with Clifford Beers efforts in client mental health advocacy. The
publication of the Multicultural Counseling Competencies (MCCs; Sue, Arredondo, &McDavis, 1992), represented a major step toward drawing attention to the role ofcounselors developing competencies to work with a wide range of racially and ethnicallydiverse clients, and in doing so, identified advocacy efforts at individual and systems levelto address disparities and discrimination. However, it was not until the late 1990’s that theAmerican Counseling Association (ACA) began the process of codifying advocacy
specifically and highlighting the importance of it for both the profession and the work that
counselors do with clients. Recognizing the growing significance of advocacy in theprofession, ACA President Loretta Bradley promoted advocacy as her conference themeand subsequently President Jane Goodman created a taskforce to develop advocacy
competencies. In 2003, the ACA Governing Council officially approved and adopted the
advocacy competencies that were developed by Goodman’s taskforce. This effort was
informed by, and built on, the MCCs while expanding to encourage counselors to identify
and address systemic issues more broadly. The Advocacy Competencies (Lewis, Arnold,
House & Toporek, 2003) focused on the role of counselors as advocates working with
and/or on behalf of their clients who were struggling with systemic barriers. By providing
counselors with a framework and the necessary strategies to guide client advocacy, thecompetencies were pacesetting and perhaps ahead of their time.
Building on the growing recognition of the importance of both client and professional
advocacy, in 2018, ACA embraced advocacy as one of three central pillars for theorganization's strategic initiatives. Around this same time period the Governing Council
tasked the ACA Human Rights Committee with creating advocacy statements that could
be used by the organization to address different social justice and human rights issues
that impact the counseling profession, clients, and communities that counselors serve.
Clearly the role of advocacy both within the profession, and in the work that counselors
do with clients, has gained increasing attention and significance over the years. Since theinception of the 2003 Advocacy Competencies and the utilization of them with clients overthe last 15 years, additional strategies have been developed and the model has been

ACA Advocacy Competencies (Updated 2018)2

expanded and clarified. Further, the Association for Multicultural Counseling andDevelopment (AMCD) presented an updated model of multicultural competence
integrating social justice and advocacy, informed by the original MCC model (1992) and
Advocacy Competencies (2003). Given these advances, contemporary sociopoliticalchallenges faced by counselors, and increasing attention to advocacy within ACA andaccrediting bodies, the ACA Advocacy Competencies have been updated and clarified.
This document represents a brief overview to that updated model.

Overview of the ACA Advocacy Competencies
The ACA Advocacy Competencies describe necessary counselor skills, knowledge, andbehavior that can be implemented to address systemic barriers and issues facing
students, clients, client groups or whole populations (hereafter, clients and client groups
is inclusive of students and student groups). The Advocacy Competencies are organizedaround two dimensions: Extent of Client Involvement in Advocacy and Level of Advocacy
Intervention. The first dimension, Extent of Client Involvement, distinguishes advocacy
done in collaboration with clients from advocacy conducted on behalf of clients, clientgroups, or communities. When done effectively, advocacy in partnership with the client,client groups, or populations facilitates greater empowerment and more helpful advocacy.
Still, there are times and circumstances in which it may be necessary and effective forcounselors to advocate on behalf of clients or client groups. The second dimension, Levelof Advocacy Intervention, refers to the focus of advocacy interventions and whether thattakes place at an individual level to address issues faced by an individual client; at theschool, community or organizational level to address issues faced by whole groups ofclients or community members; or, at the broadest level, within the public arena reflecting
large scale change efforts. In Figure 1, permeable lines indicate that the different
dimensions and domains are not mutually exclusive as advocacy may be most effective
when multiple approaches are taken.
The intersection of the two dimensions described above are reflected in six domains ofadvocacy: empowerment, client advocacy, community collaboration, systems advocacy,collective action and social/political advocacy. The Advocacy Competencies presume
that counselors evaluating and implementing advocacy examine multicultural and ethicalconsiderations relevant for the client, group, issue, and approach. Figure 1 depicts how
the intersection of the dimensions of advocacy relate to the different domains. In thesections following the figure, each domain is described along with specific skills,
knowledge and behaviors associated with that domain.

ACA Advocacy Competencies (Updated 2018)

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Domains of Advocacy
Advocacy interventions are organized by the extent that the client is involved as an
advocate and thus the role of the counselor as well as the level at which the barrier isexperienced and where the intervention takes place. When advocacy is done inpartnership or collaboration with clients and client groups, the role of the counselor andthe focus of their energy is to support and facilitate them in planning and carrying out
advocacy. When counselors engage in advocacy on behalf of clients or client groups,
their role and the focus of their energy is direct system intervention.

Figure 1. ACA Advocacy Competencies

ACA Advocacy Competencies (Updated 2018)

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Client/Student Empowerment
An advocacy orientation involves not only systems change but also the implementationof empowerment strategies in direct counseling. Client empowerment is focused on
helping the client identify systemic barriers, learning approaches to address thosebarriers, helping them to evaluate those approaches as well as facilitating their reflective
processing of their advocacy experiences.

Client/Student Empowerment Counselor Competencies and Strategies
In direct interventions, the counselor is able to:● Identify strengths and resources of clients and students.
● Identify the social, political, economic, and cultural factors that affect theclient/student.
● Recognize the significance of counselor’s own cultural background andsociopolitical position in relation to power, privilege and oppression and in
relation to the client or client communities.
● Recognize signs indicating that an individual’s behaviors and concerns
reflect responses to systemic or internalized oppression.
● At an appropriate developmental level and cultural perspective, help theindividual identify the external barriers that affect his, her or theirdevelopment.
● Share resources and tools that are appropriate for the client/student’s
developmental level and issue.
● Train students and clients in self-advocacy skills.
● Help students and clients develop self-advocacy action plans.
● Assist students and clients in carrying out action plans.

Client/Student Advocacy

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Client/student advocacy refers to actions a counselor takes to advocate on behalf of anindividual client, student or family. This may be appropriate in situations where thecounselor has access to systems or processes that the client may not have, or in ways
the client may not. This may also be appropriate when the client chooses not to engage
in advocacy due to fear of retribution, concerns about communication or cognitive
challenges, or other factors. Counselors engaging in client/student advocacy directly
address the system in which the barrier or problem exists or where a solution can befound. Often, this type of advocacy involves addressing systemic issues within thecounselor’s own organization or school but may also include advocacy within broader
systems of care on behalf of a specific client or student.

Client/Student Advocacy Counselor Competencies and Strategies
In environmental interventions on behalf of clients and students, the counselor isable to:● Identify barriers to the well-being of clients and students with attention toissues facing vulnerable groups.
● Recognize the significance of counselor’s own cultural background andsociopolitical position in relation to power, privilege and oppression and in
relation to the client or client communities.
● Identify potential allies for confronting the barriers including those within theorganization as well as those who have cultural expertise relevant to theclient’s issue.
● Develop an initial plan of action for confronting these barriers in consultation
with client and ensuring plan is consistent with client’s goals.
● Communicate plan with client including rationale, and possible outcomes ofadvocacy.
● Negotiate relevant services and education systems on behalf of clients andstudents.
● Help clients and students gain access and create a plan to sustain needed
resources and supports.
● Carry out the plan of action and reflect/evaluate effectiveness of advocacy
efforts.

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Community Collaboration
In community collaboration, the counselor works with a group or community to identify
and address systemic barriers and issues. The role of the counselor in this type of
advocacy is primarily one of ally and contributor of professional skills such as
interpersonal relations, group facilitation, communications, training and research. In
community collaboration, the community is viewed as the leader and expert with regard
to the issue of concern. The counselor supports the community efforts and helps them to
examine the issue, determine courses of action, and reflect on that action. The extent ofcontribution the counselor makes often varies depending on the expertise and resources
held by the community.
Community Collaboration Counselor Competencies and Strategies
In collaborating with the community, organization or school community to address
systemic barriers or problems facing clients and client groups, counselors are ableto:● Identify environmental factors that impinge upon students’ and clients’development.
● Alert community or school groups with common concerns related to theissue.
● Develop alliances with groups working for change and explore what has
already been done to address the issue. Understand counselor’s
sociocultural position in relation to the issue, the client group, and allies.
● Use effective listening skills to gain understanding of the group’s goals andhelp facilitate examination of causes and possible avenues for advocacy.
● Facilitate understanding of group dynamics, cultural and sociopoliticalvariations in group members, and how that may affect group decisions aswell as variable repercussions for different group members.
● Identify the strengths and resources that the group members bring to theprocess of systemic change and communicate recognition of and respect
for these strengths and resources.
● Identify and offer the skills that the counselor can bring to the collaboration
as well as any ethical limitations they might have as a professional.
● Facilitate the group in considering possible outcomes of action, bothfavorable and unfavorable, and support them in preparing for possible
resistance or other challenges.

ACA Advocacy Competencies (Updated 2018)7● Integrate considerations of the ecological and political context in which the
advocacy actions will be taking place.
● Assess the effectiveness of counselor’s collaborative efforts with thecommunity.

Systems Advocacy
Systems advocacy reflects counselors advocating on behalf of groups of clients orstudents within a school, organization or community. Existing groups may come tocounselors for assistance regarding an issue, for example a student club. In other cases,
counselors’ ongoing work with people gives them a unique awareness of recurring
themes. Counselors are often among the first to become aware of specific difficulties inthe environment. When counselors identify systemic factors that act as barriers to theirstudents’ or clients’ development, they often wish that they could change the environment
and prevent some of the problems that they see every day. Systems level advocacy may
take place within the organization systems in which the counselor works and may engage
the counselor in arenas where client groups may not have access, for example, staff
committees. Regardless of the specific target of change, the processes for altering thestatus quo have common qualities. Change is a process that requires vision, persistence,leadership, collaboration, systems analysis, and strong data. In many situations, acounselor is the right person to take leadership.
Systems Advocacy Counselor Competencies and Strategies
In exerting systems-change leadership at the school, organization orcommunity level, the advocacy-oriented counselor is able to:● Identify environmental
development.

factors

impingingon

students’orclients’● Understand the cultural, political, developmental and environmental
contexts of the clients or client groups.
● Understand the counselor’s own cultural identity in relation to the group andthe target of advocacy including privilege, oppression, communication,
values, and intentions.
● Investigate the issue, population and possible allies and stakeholders.
● Provide and interpret data as well as share research and expertise to show
the urgency for change.

ACA Advocacy Competencies (Updated 2018)8● In collaboration with other stakeholders, develop a vision to guide change.
● Analyze the sources of political power and social influence within thesystem.
● Develop a step-by-step plan for implementing the change process,attending to possible ethical issues.
● Develop a plan for dealing with probable responses to change.
● Recognize and deal with resistance.
● Assess the effect of counselor’s advocacy efforts on the system andconstituents.

Collective Action
Collective action (formerly Public Information) refers to advocacy in which the counselor
collaborates with groups to address issues that exist on a broad scale or that can be
remedied through changing public perception or policies. Collective action refers to
advocacy in which the counselor collaborates with groups to address such large scaleissues. The counselor contributes as a group member and lends their knowledge and skill
to the process of advocacy. This may include group facilitating, research, andcommunication skills as needed by the group. Advocacy strategies in the public arena
may involve increasing public awareness about an issue, lobbying decision making
bodies for legislative or policy change, or other such actions. In collective action, thecounselor’s role is as collaborator with the group or community affected by the issues
who have chosen to engage in advocacy.
Collective Action Counselor Competencies and Strategies
In partnering with client groups and community members to addressenvironmental and systemic issues, and inform the public as well as policy makers
about the role of environmental factors in human development, the advocacyoriented counselor is able to:● Recognize the impact of oppression, other barriers, and environmental
factors that interfere with healthy development.
● Identify factors that are protective of healthy development as well as various
avenues for enhancing these protective factors through the public arena.
● Share research and professional expertise with partner client groups andcommunity members in developmentally and culturally appropriate ways.

ACA Advocacy Competencies (Updated 2018)9● Determine appropriate role within community initiative such as facilitator,
researcher, negotiator, etc. aligned with professional and personal skill set.
● Understand counselor’s own cultural identity including positionality related
to power, privilege, and oppression and how that influences the ways theywork with the community and the targets of advocacy (e.g., decision
makers).
● Participate with and/or facilitate community partners in identifying thesource of problems, setting goals, developing an action plan, considering
possible outcomes, and implementing the action plan.
● Prepare written and multimedia materials that provide clear explanations of
the role of specific environmental factors in human development in
consultation with engaged community or client groups.
● Communicate information in ways that are ethical and appropriate for thetarget population.
● Disseminate information through a variety of media appropriate for thetarget audience.
● Collaboratively prepare and present materials and information to influence
decision makers, legislators, and policy makers, ensuring that thecommunity’s voice is central.
● Facilitate the community group in assessing the influence of their public
information and advocacy strategies.

Social/Political Advocacy
Counselors regularly act as change agents in the systems that affect their own students
and clients most directly. This experience often leads toward the recognition that some of
the concerns they have addressed affect people in a much larger arena. When thishappens, counselors use their skills to carry out social/political advocacy on behalf ofclient or student populations. In this domain, counselors engage in advocacy strategies
often independent of specific clients or client groups to address issues they observe. This
may include examples such as writing advocacy briefings regarding an issue, invitations
to testify at hearings, appearing in mass media (e.g., talk shows, podcasts) to raiseawareness of issues, and other actions where the counselor speaks on behalf of an issue.
Social/Political Advocacy Counselor Competencies and Strategies
In influencing public awareness, legislation and policy in a large, public arena onbehalf of client groups or communities, the advocacy-oriented counselor is able to:ACA Advocacy Competencies (Updated 2018)10● Identify the communities affected by this issue including who makes up thecommunity and whether the community is engaged in advocacy around theissue.
● Consult with communities affected by the issue to understand their viewsand experiences, with attention to economic, social and cultural
perspectives.
● Distinguish those problems that can best be resolved through using thecounselor’s expertise and where the community may have limited access.
● Identify ways the community may have input into the advocacy process.
● Identify and collaborate with other professionals as well as other allies whoare involved in disseminating public information and may be interested in or
already engaging in policy advocacy.
● Identify appropriate mechanisms and avenues for addressing these
problems and distinguish the role of public awareness, legislative, policy
and judicial action.
● Understand counselor’s own cultural identity including positionality related
to power, privilege, and oppression and how that influences the ways theywork with the community and the targets of advocacy (e.g., decision
makers).
● Support existing alliances for change through providing information,
support, and expertise.
● With allies, prepare convincing data and rationales for public awarenesscampaigns or to lobby legislators and other policy makers.
● Maintain open dialogue with communities and clients to ensure that thesocial/political advocacy is consistent with the initial goals.

Conclusion and Future Directions
The 2003 ACA Advocacy Competencies provided an important guide for counselors to
implement advocacy in their practice. This update expands on those competencies,
clarifying domains and elaborating specific strategies, knowledge and skills as well as
explicating the original authors’ intentions for inclusion of multicultural and ethicalconsiderations. Clients, students, and communities continue to face extreme challenges
and affronts to their dignity and ability to take care of themselves and their families.

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Therefore, this update also reflects the increasing engagement of individuals,
communities and schools in social action and enhances the ways that counselors canwork to support those efforts through advocacy and collaboration.
As we look toward the future of counseling, ACA’s strong commitment to advocacy as acentral role in counseling will require consistent inclusion of advocacy in future training
and research endeavors. We will need to find ways to facilitate counselors inunderstanding how advocacy fits into their role within a culturally relevant context as wellas understand the power and function of advocacy in addressing complex client andprofessional issues. Training grounded in empirical and practice-based research will
enable counselors to develop skills and intervention strategies consistent with advocacy
as a core element of counselor professional identity.

Acknowledgement: Thank you to Jane Goodman, Muninder Kaur Ahluwalia, Michael
Hutchins, Alejandro Menchaca, and Tiffany O’Shaughnessy for reviewing and providing
feedback to the updated document.

Appendix: Additional ResourcesCounselors for Social Justice (CSJ). Retrieved from https://counseling-csj.org
Lewis, J. A., Arnold, M. S., House, R., & Toporek, R. L. (2002). ACA Advocacy
Competencies. Reprinted in R.L. Toporek, J. Lewis, & H. C. Crethar, Promoting
systemic change through the Advocacy Competencies. In the Special Section on
Advocacy Competencies. Journal of Counseling and Development, 87, 260-268.
Ratts, M. V., Toporek, R. L. & Lewis, J. A. (Eds.) (2010). ACA Advocacy Competencies:
A social justice framework for counselors, Alexandria, VA: American Counseling
Association.
Toporek, R. L., Lewis, J. & Crethar, H. C. (2009). Promoting systemic change through the
Advocacy Competencies. In the Special Section on Advocacy Competencies. Journal ofCounseling and Development, 87, 260-268.