Education of Psychologists for Human Rights Awareness, Accountability, and Action

Tibbitts, Felisa; Hagenaars, Polli

doi:10.1017/9781108348607.033

Cited by 3 publications

(3 citation statements)

References 787 publications

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“…Positive social relationships and strong links with immediate family members, relatives, friends and school-related peers have the potential to combat exclusion, which is a possible cause of radicalisation and violence (Kuusisto & Gearon, 2019;Zambeta et al, 2016). Previous studies (Howe & Covell, 2011;Tibbitts, 2009) also confirmed that in schools in which HRE has been implemented, empathy skills and understanding were enhanced when they were combined with the application of human rights principles. HRE can be considered as a process in direction to social change (Kingston, 2018;Tibbitts, 2017).…”

Section: Hre In Teacher Educationmentioning

confidence: 56%

Several aspects related to the teachers’ views on the rights of the child based on focus group discussions on the example of Finland

Chitadze¹

2022

JEBS

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The paper was prepared within the project Advancing European Values and Standards in Georgian Schools supported by Erasmus + JeanMonet program of the European Union. One of the main purposes of this project was to study the school education system of the leadingEU member states by the team members. The author was involved in researching the school education system of Finland determining theviews of school teachers in Finland related to schoolchildren’s human rights protection. As it is known, this country has the leading positionrelated to the introduction of the new and modernized system of education in school and providing maximum protection of children’shuman rights, particularly those of schoolchildren.In general, this paper discusses pre-service teachers’ views concerning the United Nations (UN) Convention on the Rights of the Childand the ways teachers perceive their connection to the educational context and their work. The author argues that pre-service teachers’perceptions determine how successfully human rights education is implemented in practice. The data were collected from workshopsand focus group discussions conducted with approximately 100 primary school pre-service teachers in Northern Finland. The participantsnoted that children’s rights are important and deeply connected to their work. However, they were insufficiently familiar with human rightseducation (HRE) concepts, and they were uncertain about whether it was acceptable to physically restrain children in order to protect themor others, as this could undermine a child’s rights. To adhere to the principles in the UN Convention on the Rights of the Child, the topicmust be included in the pre-service study syllabus, more clearly added to the curriculum, and implemented in teacher practice.

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Section: Hre In Teacher Educationmentioning

confidence: 56%

Several aspects related to the teachers’ views on the rights of the child based on focus group discussions on the example of Finland

Chitadze¹

2022

JEBS

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“…Positive social relationships, and strong relationships with immediate family members, relatives, friends and school-related peers are able to combat exclusion, which is a potential cause of radicalisation and violence (Kuusisto & Gearon, 2019;Zambeta, Leontsini, Askouni, Papadakou, & Psochios, 2016). Previous studies (Howe & Covell, 2011;Tibbitts, 2009) also confirmed that, in schools in which HRE has been implemented, empathy skills and understanding were enhanced when they were combined with the application of human rights principles. HRE can be seen as a process towards social change (Kingston, 2018;Tibbitts, 2017).…”

Section: Hre In Teacher Educationmentioning

confidence: 58%

Touching the Untouchables

Paksuniemi

Körkkö

Korte

et al. 2022

Advances in Human Services and Public Health

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This chapter discusses pre-service teachers' views about the United Nations (UN) Convention on the Rights of the Child and how teachers perceive their connection to the educational context and their work. The authors argue that pre-service teachers' perceptions determine how successfully human rights education is implemented in practice. The data were collected from workshops and focus group discussions conducted with 82 primary school pre-service teachers in Northern Finland. The participants noted that children's rights are important and deeply connected to their work. However, they were insufficiently familiar with HRE concepts, and they were uncertain about whether it was acceptable to physically restrain children to protect them or others, as this could undermine a child's rights. To adhere to the principles in the UN Convention on the Rights of the Child, the topic must be included in the pre-service study syllabus, more clearly added to the curriculum, and implemented in teacher practice.

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“…c. Education for human rights, which includes empowering persons to enjoy and exercise their rights and to respect and uphold the rights of others (Tibbitts & Hagenaars, 2020b).…”

Section: Contemporary Support For Human Rights In Psychological Assoc...mentioning

confidence: 99%

Psychologists for Human Right

Wainwright

Diković

Hagenaars³

2022

Psihol. teme (Online)

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Recently an increased interest among psychologists in the topic of human rights can be observed. We aim to raise awareness about the contribution psychologists can have in protection of human rights with the goal of supporting psychological well-being of individuals as well as of communities. So in this article we review the roots of human rights-based psychology in social psychology and applied fields of psychology, examine how psychological associations tackle human rights and present some examples of intersection of psychology and human rights in practice. The role psychologists have can be pursued at the individual level, in everyday implementation of psychological knowledge and skills, and more globally. Professional bodies of psychologists can have a stronger voice in society while advocating for human rights from the psychological perspective while also supporting their members in the promotion of human rights. In recent years more initiatives can be seen among psychological associations in their recognition of their role in upholding human rights. We describe the results of a survey that explored to what extent psychological associations addressed human rights in their work. The sample comprised 31 psychological associations from 29 countries worldwide. Most of them replied that they had undertaken activities related to human rights and mentioned human rights in their Codes of Ethics. Five of them have established a human rights section/committee/group. About half of the associations stated that they had some mechanisms for reporting about human rights violations within organisation, although fewer have developed procedures that relate to human rights reporting organisations in their countries. Further, human rights education for psychologists is tackled in the paper as the crucial step in linking the theory and practice. Finally, two areas of work are discussed, in which psychologists can address human rights: trauma and the climate and environmental crisis.

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Education of Psychologists for Human Rights Awareness, Accountability, and Action

Cited by 3 publications

References 787 publications

Several aspects related to the teachers’ views on the rights of the child based on focus group discussions on the example of Finland

Several aspects related to the teachers’ views on the rights of the child based on focus group discussions on the example of Finland

Touching the Untouchables

Psychologists for Human Right

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