Feminist Relational Advocacy

Goodman, Lisa A.; Glenn, Catherine R.; Bohlig, Amanda; Banyard, Victoria L.; Borges, Ângela

doi:10.1177/0011000008326325

Cited by 36 publications

(8 citation statements)

References 40 publications

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“…The CAP coordinators pair mental health counseling master's students with one or two partners each, with whom they work over the course of a year, using the Relationship-Centered Advocacy model that two of the authors (L. G. and J. H.) have developed over the last decade (Goodman, Glenn, Bohlig, Banyard, & Borges, 2009). Relationship-centered advocacy builds on a broad set of principles for doing social justice work in counseling psychology that emphasizes the role of the authentic and genuine relationship as a springboard for developing shared goals, identifying a plan of action, and collaborating on systemic change.…”

Section: Models For Teaching Social Justice Advocacy In Graduate Progmentioning

confidence: 99%

Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model

Goodman

Wilson

Helms

et al. 2018

The Counseling Psychologist

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Counseling programs across the country are increasingly incorporating social justice advocacy training into their curricula. However, much remains to be learned about the developmental processes by which students develop advocacy skills and apply those skills after they graduate. To address these questions and drive further innovation in the field of advocacy training, we conducted an evaluation of the Community Advocacy Project, a yearlong microlevel advocacy training model that teaches mental health counseling master's students to use relationship-centered advocacy with individuals in marginalized communities. We interviewed 19 counselors within 2.5 years of their graduation from the project about their experiences of the program and their current advocacy work. Using qualitative description, we developed a model describing processes of Internal Grappling, Building the Advocacy Relationship, and Integrating the Advocate Identity that highlights the importance of a yearlong one-on-one advocacy relationship, intensive reflection and supervision, and community collaboration.

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Section: Models For Teaching Social Justice Advocacy In Graduate Progmentioning

confidence: 99%

Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model

Goodman

Wilson

Helms

et al. 2018

The Counseling Psychologist

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“…Survivors who struggle with self-efficacy may require more accompaniment or emotional support as they move toward their goals. For example, many survivors' fragile sense of self-efficacy may gain in strength when they are accompanied by advocates as they seek services from a court or a government agency; some may simply need to be actively reminded of their successes by an advocate who has built a relationship with them; some may need help building critical consciousness to understand past failures as the result of biased or ineffective systems as opposed to their own incompetence; still others may feel little ability to make any kind of change in their lives and need the support of an ongoing group or a therapist to begin to rebuild a shattered sense of self-efficacy (Goodman, Glenn, Bohlig, Banyard, & Borges, 2009). The limited resources an agency has to provide such intensive support might be allocated based in part on this understanding, in addition to more typical considerations related to risk.…”

Section: Impactmentioning

confidence: 99%

What is empowerment anyway? A model for domestic violence practice, research, and evaluation.

Cattaneo¹,

Goodman²

2015

Psychology of Violence

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145

131

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Although the idea of empowerment lies at the heart of the anti-domestic violence movement, consensus on the defining characteristics of this construct have remained elusive. A clear and consistent definition of empowerment would promote the development of common metrics for research and evaluation, and guide the development of best practices. In this article, we describe specific challenges that have made the conceptualization of empowerment difficult. We then overview the Empowerment Process Model, and describe the ways in which it addresses those challenges. This model articulates empowerment as a meaningful shift in the experience of power attained through interaction in the social world, and describes the process of building empowerment as an iterative one, in which a person takes action toward personally meaningful goals; draws on community supports, skill, knowledge, and self-efficacy to move toward those goals; and observes the extent to which those actions result in progress. By incorporating both process and outcome dimensions, bridging the psychological and contextual realms, and allowing for domain specificity, the model addresses challenges to a clear conceptualization; and provides a common framework that may be used as a reference point for practitioners and researchers wishing to apply the construct. We conclude with suggestions for and examples of its application in research and practice.

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“…In recent years, consensus has grown in favor of adopting a socially just stance in counseling psychology practice (Goodman, Glenn, Bohlig, Banyard, & Borges, 2009;Palmer, 2004;Ratts, 2009;L. Smith, 2010).…”

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confidence: 99%

Structural Competency as a Framework for Training in Counseling Psychology

Ali

Sichel

2014

The Counseling Psychologist

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The purpose of this article is to explore structural competency as a framework for training in counseling psychology. Structural competency as a guiding paradigm can be an important component of counseling practice that is informed by an understanding of the effects of oppression and structural-level disparities on the psychological well-being of marginalized groups and individuals. We outline a set of training principles that can inform the development of socially responsive curricula in counseling psychology programs. These principles are derived from the need for an emancipatory, liberatory stance among newly trained practitioners and from the need for counseling psychologists to engage in anti-oppression advocacy. We argue that part of this advocacy must involve partnering with clients to counteract the over-reliance on de-contextualized treatments that ignore the role that individual and collective agency can play in bringing about positive psychological change.

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Feminist Relational Advocacy

Cited by 36 publications

References 40 publications

Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model

Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model

What is empowerment anyway? A model for domestic violence practice, research, and evaluation.

Structural Competency as a Framework for Training in Counseling Psychology

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