The purpose of the study was to understand and profoundly describe the nature of social justice practice, as is comes up from the experience of three professional counselors whose working settings are the academic arena. Detailed descriptions are presented concerning the meanings and sense of counseling for social justice, as the interviews disclosed. The values, ideas and visions that emerged from their experiences are also discussed just as the characteristics that demarcate social justice achievement at higher education level. The research questions focused on three main areas: (1) Understanding of social justice conception and other related notions, (2) Understanding of social justice practice and, (3) Impressions about the social justice role in counseling profession. This is a qualitative and descriptive research. It is an instrumental study case grounded on a group of licensed professional counselors. It was made by means of in-depth interviews, documented observations and a thoughtful written exercise related to social justice tenets done by counselors participants. All the interviews were transcribed ad verbatim. The materials were coded using NVivo 9 program software and findings were written following the Harry F. Wolcott model: concurrent descriptions, analysis and interpretations.

Social justice as understood standed out as a continuum construct surround the concepts of oppression, marginalization and social invisibility. In terms of the practice, it has been discovered a sense to keep an eye and a commitment to alert the clients. The practice is challenging and under a lot of pressure; of sharpness investigative analysis and out of routines and working hours. There is an intensively self-learning, exercise of your own criteria and pain immersion. It is about feeling life and mankind essence; about trying out with creativity and brushing up counselors' vocation giving insight to the identity of the profession.

The emphasis in social justice was at client level and at university system, going from acting with the students and/or advocating for them. Still, there is no incursion in the public higher education arena. Inward meaningful training could and should be developed to arise awareness about the social justice mandate in counseling practice. Also, there is an imperative need to promote collective counselor participation in the public arena, to strengthen the profession of counseling.

Subject Categories Descriptors: Higher Education, School Counseling, Social Research, Social Justice