Journal for Social Action in Counseling & Psychology最新文献

{"title":"Teaching Cultural Competence and Social Justice in a Mental Health Counseling Graduate Course: Reflection and Review of the Literature","authors":"Mary Beth Medvide","doi":"10.33043/jsacp.14.1.94-105","DOIUrl":"https://doi.org/10.33043/jsacp.14.1.94-105","url":null,"abstract":"Cultural competence and commitment to social justice are foundational to counselors’ professional identity. There is significant attention in scholarly literature and ethical codes on what this means for the education, training, and practice. This has led counseling and counselor education programs to actively incorporate issues of cultural diversity and social justice into coursework and fieldwork requirements. Research trends indicate graduate students in counseling and counselor education benefit personally and professionally from the knowledge, skills, and awareness they develop in and outside of the classroom. Coursework on multiculturalism and social justice is a standard part of these programs, but knowledge on best practices for students’ personal and professional growth is still accumulating to reflect dynamic social and political changes within the United States and abroad. This manuscript describes a required counseling course for mental health counseling students implemented in the spring of 2020. This course integrated topics related to cultural diversity and social justice and introduced conceptual frameworks for counseling and advocacy. The description of this course includes sample readings, in-class activities, and graded assignments that fulfill the learning objectives. Comparisons to research trends and existing recommendations are made, and future directions for course design are highlighted.\u0000 ","PeriodicalId":196461,"journal":{"name":"Journal for Social Action in Counseling & Psychology","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128151049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using a Consultation Assignment to Enhance Trainees’ Understanding and Implementation of Consultation and Social Justice in Career Counseling","authors":"Stephanie Winkeljohn Black, Zainab Akef, Centia Thomas","doi":"10.33043/jsacp.14.1.106-123","DOIUrl":"https://doi.org/10.33043/jsacp.14.1.106-123","url":null,"abstract":"Social justice advocacy and career counseling are foundational competencies for counseling professionals. However, training in advocacy and consultation outside of the classroom (i.e., in the community) is infrequent and career counseling courses, despite conceptualizing systemic issues, often focus on individual-level interventions. There is an opportunity to merge these competencies into a single experience for graduate trainees. Graduate students in a clinical psychology master’s program completed a pilot, semester-long assignment in their career counseling class, which required them to work as consultants to organizations on a social justice oriented, career counseling focused project. We used a multi-method qualitative approach to analyze students’ career theory knowledge and application and social justice advocacy. Data were generated through students’ written assignments. Using coding reliability thematic analysis, data indicated most students were able to describe consultant and individual difficulties from an advocate and social justice framework, but about half the students struggled to integrate these social justice frames into career counseling theories and interventions. Five themes relating to student development emerged (e.g., recognizing privilege, self-efficacy), alongside three themes related to the logistics of the assignment design and implementation. Results are discussed alongside how to improve the assignment.","PeriodicalId":196461,"journal":{"name":"Journal for Social Action in Counseling & Psychology","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130896306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaboratively Adapting Culturally-Respectful, Locally-Relevant Suicide Prevention for Newly Participating Alaska Native Communities","authors":"L. Wexler, Tara A. Schmidt, L. White, C. Wells, Suzanne Rataj, Roberta Moto, Tanya Kirk, D. McEachern","doi":"10.33043/jsacp.14.1.124-151","DOIUrl":"https://doi.org/10.33043/jsacp.14.1.124-151","url":null,"abstract":"Because suicide is deeply connected to local, historical and relational contexts, effective suicide prevention strategies must balance maintaining fidelity of evidence-based practices and adapting for the unique needs of diverse communities. Promoting Community Conversations About Research to End Suicide (PC CARES) builds the capacity of local people in close-knit rural Alaska Native communities to take preventative actions based on existing relationships, roles, and priorities. In a series of learning circles, community members learn about multilevel evidence-based suicide prevention practices, apply the information to personal and cultural contexts, and develop plans for taking action—on their own terms—in their lives. Here, we describe the participatory process used to adapt PC CARES from one region of Alaska to another, aiming to maximize transferability, practicality and relevance in our partner communities. With the shared goal of promoting self-determined, evidence-informed, community-based suicide prevention, the adaptation process included negotiating between comprehensiveness and understandability; subject appeal and utility; predictability and customizability, through consensus-building with researchers and community members. Lessons learned can be helpful to others working to navigate community-specific priorities and evidence-based approaches to develop interventions that can work across many different communities.","PeriodicalId":196461,"journal":{"name":"Journal for Social Action in Counseling & Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128563919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Embodied Social Justice Learning: Considerations for Curriculum Development and Training in Counseling Programs","authors":"Collette Chapman-Hilliard, Brean'a Parker","doi":"10.33043/jsacp.14.1.77-93","DOIUrl":"https://doi.org/10.33043/jsacp.14.1.77-93","url":null,"abstract":"Social justice curriculum development continues to be an evolving area in the educational and professional training of counselors and counseling psychologists. While many programs facilitate trainees’ exploration of social justice knowledge through infusion into multicultural counseling courses, there is a growing trend in counseling curriculum development to provide students with specific social justice-oriented awareness and approaches to advocacy. This article describes the development of two-course sequence in a mental health counseling program where trainees are introduced to multicultural and social justice content pedagogically organized around liberation and critical history frameworks. The theoretical frameworks, process of implementing specific curricular activities with a focus on a culminating service-learning experience, and strategies for enhancing social justice and advocacy curriculum development through an embodied social justice learning curricular approach are discussed. This article aims to advance curriculum development by encouraging faculty in counseling programs to consider implementing curricular activities that are guided by social justice embodiments and critical-liberatory frameworks to facilitate trainees’ social justice knowledge and their approach to advocacy in their roles as helping professionals.","PeriodicalId":196461,"journal":{"name":"Journal for Social Action in Counseling & Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123019811","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tugging at the root of oppression: Infusing social justice across doctoral level clinical psychology curriculum","authors":"Jude Bergkamp","doi":"10.33043/jsacp.14.1.37-52","DOIUrl":"https://doi.org/10.33043/jsacp.14.1.37-52","url":null,"abstract":"Most professional associations and accrediting bodies in psychology and counseling make the aspirational call to graduate training programs to integrate social justice throughout their curriculum. Although a laudable goal, there appear to be no clear guidelines or best practices for cultivating this aspiration in psychology trainees preparing for entry-level practice. This case study will summarize a comprehensive process of integrating social justice principles into a doctoral program in clinical psychology accredited by the American Psychological Association. This programmatic, descriptive case study will describe specific program revisions to internal curriculum components and reorganization of the program trajectory, which were implemented to assist students in the reconciliation process. Modified curriculum components included lecture topics, readings and empirical research, in-class activities, and assignments in the core classes. The result was a more coherent and sequential program that infuses social justice concepts across all aspects of learning and training. The goal of this investigation was to (1) inspire other programs to engage in the important work of moving the exploration of social justice from one mandatory class to a concept that permeates all training aspects, and (2) cultivate a new generation of psychologists that know not just how to effectively treat people from different cultural perspectives, but to dismantle the oppressive systems that cause psychological suffering.","PeriodicalId":196461,"journal":{"name":"Journal for Social Action in Counseling & Psychology","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131120506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Good, the Bad, and the Ugly: Experiences, Barriers, and Self-Efficacy Enhancement for Social Justice-Oriented Faculty","authors":"Jennifer M. Taylor, Amira Y Trevino","doi":"10.33043/jsacp.14.1.53-77","DOIUrl":"https://doi.org/10.33043/jsacp.14.1.53-77","url":null,"abstract":"Although a commitment to social justice is central to the identity of counseling psychologists, little is known about how faculty contribute to a culture of social justice. The current study aims to explore engagement in social justice by answering six questions: 1) how do faculty define social justice, 2) how do they engage in social justice with students, 3) what barriers exist in relation to their engagement, 4) how often do faculty engage in social justice with students, 5) how supported do faculty feel in relation to their social justice efforts, and 6) what impact does training have on social justice self-efficacy and subsequent engagement? To examine these questions, a nationwide sample of 72 faculty from APA-accredited counseling psychology programs completed an online survey. Findings from thematic analysis revealed several themes across faculty definitions of, and engagement in, social justice, despite a number of barriers they also identified. Results from quantitative analyses suggested that most faculty engage in social justice. However, many are operating with little support. Several barriers to engagement exist, but graduate school training in social justice may help to eradicate those barriers. Faculty members who received training in social justice as students reported significantly more social justice self-efficacy now. Additionally, faculty with more social justice self-efficacy reported greater engagement in social justice in their professional and personal lives. Implications for promoting social justice among faculty are discussed, including practical suggestions for fostering self-efficacy, building a strong community, promoting adequate training, accessing role models, and engaging in self-care.","PeriodicalId":196461,"journal":{"name":"Journal for Social Action in Counseling & Psychology","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116247507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Recommendations for Integrating a Social Justice Framework into Clinical Practice: A qualitative analysis with implications for psychology training programs","authors":"Munazza Saalim Abraham, Geoffrey Harrison, Sarah Peralta, Jabarey Wells, Bronwyn Hunter","doi":"10.33043/jsacp.14.1.17-36","DOIUrl":"https://doi.org/10.33043/jsacp.14.1.17-36","url":null,"abstract":"Social justice is a frequently used buzz word yet an abstract concept in clinical training. As a result, there is minimal guidance on how to implement social justice in clinical practice, which leads to training gaps, uncertainty, and discomfort among clinicians serving historically oppressed populations. This study examined how to integrate the social justice principles of community psychology into clinical psychology practice among doctoral students. The integration of the following social justice principles were analyzed: addressing oppression and social context, utilizing strength-based approaches, facilitating empowerment, acknowledging and managing privilege, and effective advocacy. We utilized qualitative methods to complete 26 one-on-one interviews and a focus group with 5 participants to understand student experiences and explore how they applied the above social justice principles to their clinical practice. Through an iterative process, doctoral student responses were synthesized into a list of recommendations on how to integrate a social justice framework into clinical work. The primary results from this study suggest that students in clinical-community psychology doctoral programs try to use client-centered strategies to understand their clients’ experiences of oppression and incorporate social context and a strengths-based approach into multiple aspects of practice, such as treatment planning and advocacy to connect clients to resources. Students also reported managing their privilege through internal self-reflection and occasional self-disclosure during therapy with clients. However, despite the desire to use socially just practices, several training gaps and needs emerged. These gaps included the need to identify methods of measuring and confirming client empowerment as well as supervisory and institutional support for effective advocacy work. Thus, implications for integrating social justice principles into clinical-community psychology programs, clinical psychology, and related disciplines are discussed.","PeriodicalId":196461,"journal":{"name":"Journal for Social Action in Counseling & Psychology","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134193720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}