Competencies and Preparation for Addressing Poverty in Counselor Education: A Q Methodological Study

Authors

Seneka Rachel Gainer, Jacksonville UniversityFollow

Author ORCID Identifier

https://orcid.org/0000-0001-5014-5775

Author Biography

Dr. Seneka R. Gainer is an assistant professor and clinical director of clinical mental health counseling at Jacksonville University. She is a licensed professional counselor, a licensed marriage and family therapist, and a national certified counselor. With nearly 20 years of experience in clinical practice, primarily working with individuals and families experiencing homelessness, poverty, or systemic disadvantage, as well as supervision and counselor education, her work centers on counselor development, empathy, and ethical leadership. She serves as a clinical strategist for AI-driven mental health initiatives and leads a national AI Research Training Team through the National Board for Certified Counselors (NBCC). Dr. Gainer presents nationally on ethical and developmentally appropriate integration of emerging technologies in counselor training. She has authored and coauthored publications on trauma-informed practice, counselor development, and systems-informed approaches to clinical education. A past governing council member of the American Counseling Association and former president of the National Employment Counseling Association, Dr. Gainer’s teaching, research, and scholarship explore empathy as a teachable practice, systems-informed counselor education, and the responsible use of technology in the counseling profession.

Document Type

Empirical Research Article

Keywords

Counselor Education, Multicultural Competence, Poverty, Q Methodology, Training

Subject Area

Clinical Supervision, Counseling, Counselor Education, Mental Health Counseling

Abstract

This study explored the competencies needed to prepare counselors to address the systemic and relational impacts of poverty within counselor education. Using Q methodology, expert participants identified critical knowledge, skills, and awareness factors required for effective practice. Two distinct factors emerged: (1) the centrality of relational competencies such as empathy, cultural humility, and trust-building, and (2) the necessity for curriculum-wide integration of poverty-specific training and systemic advocacy. Findings highlight the need for counselor education programs to embed poverty-related competencies across curricula, foster interdisciplinary collaboration, and develop experiential and advocacy-based training models. Implications for counselor education, accreditation standards, and professional development are discussed.

Public Significance Statement

This study highlights the critical need to prepare counselors to address the relational and systemic impacts of poverty on mental health. By identifying essential competencies and calling for curriculum-wide integration of poverty-focused training, the findings offer a clear pathway for counselor education programs to equip future clinicians with the tools needed for ethical practice, client empowerment, and systemic advocacy. This work reinforces the counseling profession’s role in advancing structural equity in mental health care and provides actionable strategies for expanding access, resilience, and justice for individuals and communities navigating economic hardship.

Recommended Citation

Gainer, S. R. (2026). Competencies and preparation for addressing poverty in counselor education: A Q Methodological study. Journal of Counselor Preparation and Supervision, 20(1), 1-28.