A School Psychology for All: Realizing Evidence-Based Practice Through Social Justice

IF 3.3 4区心理学 Q1 PSYCHOLOGY, EDUCATIONAL

Canadian Journal of School Psychology Pub Date : 2024-01-08 DOI:10.1177/08295735231224047

G. T. Schanding

引用次数: 0

Abstract

Generally, psychology (as well as school psychology) aligns with medicine in establishing and utilizing evidence-based practices (EBP). More recently, strong calls have been made and advanced to ensure that psychology evolves and incorporates social justice principles to safeguard equity, diversity, and inclusion to benefit all. This essay explores some of the issues surrounding EBP and social justice within school psychology, noting some of the tensions that play out in research and practice. Ultimately, it is the opinion of the author that social justice practices will only enhance EBP, and the field has much work to do.

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面向所有人的学校心理学：通过社会公正实现循证实践

一般来说，心理学（以及学校心理学）在建立和利用循证实践（EBP）方面与医学保持一致。最近，人们强烈呼吁并推动确保心理学发展并纳入社会公正原则，以保障公平、多样性和包容性，使所有人受益。本文探讨了学校心理学中与 EBP 和社会公正相关的一些问题，并指出了在研究和实践中出现的一些紧张关系。最后，作者认为，社会公正实践只会加强 EBP，该领域还有很多工作要做。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Canadian Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

4.30

自引率

0.00%

发文量

期刊介绍： The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.