Humanity in Homelessness: A Social Justice Consultation Course for Counseling Psychology Students

Clements, Alyssa; Dschaak, Zachary; Hargons, Candice N.; Kwok, Cheryl; Meiller, Carolyn; Ryser-Oatman, Todd; Spiker, Doug

doi:10.33043/jsacp.10.2.34-48

Cited by 4 publications

(4 citation statements)

References 15 publications

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“…Similarly, CNH designed and teaches a Social Justice Consultation Class in which students partner with nonprofits run by a racially marginalized person and a local government office (Clements-Hickman et al, 2018). In its second year being offered, students elected to partner with two nonprofit organizations run by Black women: Nerd Squad and Step by Step (see Appendix E).…”

Section: Assignments and Activitiesmentioning

confidence: 99%

Answering the Call for Systems Change

Wilcox

Shaffer

Marks

et al. 2023

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There is much agreement within counseling psychology on the importance of social justice, yet social justice education and training remain limited in counseling psychology programs (Beerman et al., 2012; Pieterse et al., 2009; Singh et al., 2010). Critical components to social justice education and training include an emphasis on systems theories that could inform interventions (i.e. advocacy and activism) at the exosystem and mesosystem levels as well as learning about the breadth of activism and advocacy skills. Assessment, diagnosis, and conceptualization are considered core functional competencies in professional psychology (Fouad, 2009), yet these processes are often only taught at the individual level. If the goal of advocacy and activism are to foster systems change, considered a functional competency in counseling psychology (CCPTP, 2012), then it is crucial to provide systems-level theories and skills in counseling psychology education and training. We describe how we have attended to the provision of systems-level education and training in our respective programs. We will provide recommendations about the inclusion of systems-level theories, classroom formats, assignments, and mentorship designed to foster trainees’ development of a systems-level theoretical orientation, as well as skills to engage in social justice research, leadership, and both micro- and macro-level advocacy interventions.

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Section: Assignments and Activitiesmentioning

confidence: 99%

Answering the Call for Systems Change

Wilcox

Shaffer

Marks

et al. 2023

jsacp

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“…While homelessness unquestionably qualifies as an SJ issue (Office of Community Planning and Development, 2020), efforts to enhance SJ importance may be dependent upon education that (1) creates connections between homelessness and societal injustice and (2) cultivates a personal sense of responsibility for engaging in the activism necessary to create systemic change (Clements‐Hickman et al, 2018; McKinney & Snedker, 2017; Richards‐Schuster et al, 2019). An additional benefit of an SJ perspective may be more holistic responses to homelessness that go beyond meeting basic material needs (Watson & Cuervo, 2017), which are wrongly assumed to be of primary importance for those who are unhoused (Schroeder & Epley, 2020; Tausen et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

“…(2) cultivates a personal sense of responsibility for engaging in the activism necessary to create systemic change (Clements-Hickman et al, 2018;McKinney & Snedker, 2017;Richards-Schuster et al, 2019). An additional benefit of an SJ perspective may be more holistic responses to homelessness that go beyond meeting basic material needs (Watson & Cuervo, 2017), which are wrongly assumed to be of primary importance for those who are unhoused (Schroeder & Epley, 2020;Tausen et al, 2021).…”

Section: Practical Implicationsmentioning

confidence: 99%

When dehumanization does (and does not) matter: Exploring the relationship between social justice motivations, avoidant behaviors, and intentions to help individuals experiencing homelessness

Lee

Dischinger

Dennis

2023

J Applied Social Pyschol

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Highly stigmatized groups, such as those experiencing homelessness, commonly encounter both animalistic and mechanistic dehumanization. Yet, how and when each form is related to the treatment of such groups is not well understood. We explored the relative importance of animalistic and mechanistic dehumanization in predicting behaviors to avoid and willingness to help individuals experiencing homelessness. Additionally, we probed social justice importance and engagement as potential moderators of the relationship between dehumanization and behavior. Study 1 demonstrated that animalistic dehumanization was a more significant predictor of avoidant behaviors than mechanistic dehumanization. Notably, social justice motivations moderated this relationship such that when individuals were low in social justice motivations, avoidance was high irrespective of dehumanizing attitudes. Study 2 aimed to replicate these findings in a more general sample with attention to a new outcome variable—intentions to help individuals experiencing homelessness. Results again demonstrated that animalistic dehumanization was a stronger predictor of behavior than mechanistic dehumanization. Unlike Study 1, social justice motivations did not moderate the relationship between dehumanization and intentions to help. Rather, social justice importance was a stronger predictor of variance in willingness to help than dehumanizing attitudes. Together, our findings suggest that the personal importance of social justice issues may be just as vital as reducing negative attitudes to increase positive engagement with individuals experiencing homelessness and potentially others who belong to similarly dehumanized groups.

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“…Supervised practica in consultation is often lacking in psychology training programs (Clements-Hickman et al, 2018). As a function of the counseling practicum, trainees acquire consultation experiences with all school staff, primary caregivers, and community partners.…”

Section: The University School Training Modelmentioning

confidence: 99%

University school training model: Dismantling anti-Blackness and eradicating racism through ecologically grounded training and systemic school reform.

Morris¹,

Nelson²,

Stahl³

2024

Training and Education in Professional Psychology

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The purpose of this article is to describe the University School Training Model (USTM) (Morris & Colles, 2016). The USTM is an urban school-based anti-racism-focused training and intervention program developed, implemented, and maintained by counseling psychology faculty that has been operational for 19 years. The primary program interventions include individual and group counseling, psychoeducation, and consultation services with school community stakeholders. The USTM operates with the support of a university department that houses an APA-accredited doctoral program in counseling psychology, a college of education, a local urban school district, an elementary school serving predominantly Black children and families, and community stakeholders. The critical need for the project; information for initiating, implementing, and maintaining the program; and collected formative data are outlined. Finally, recommendations are provided to assist counseling psychology faculty members and supervisors in developing university and school-based partnerships to dismantle anti-Blackness and eradicate racism through clinical training and systemic school reform. Public Significance StatementThe University School Training Model (USTM) is a partnership between counseling psychology faculty and urban school leaders to provide clinical training and school-based counseling and consultation services. The USTM is dismantling anti-Blackness and eradicating racism through clinical training and school reform.

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Humanity in Homelessness: A Social Justice Consultation Course for Counseling Psychology Students

Cited by 4 publications

References 15 publications

Answering the Call for Systems Change

Answering the Call for Systems Change

When dehumanization does (and does not) matter: Exploring the relationship between social justice motivations, avoidant behaviors, and intentions to help individuals experiencing homelessness

University school training model: Dismantling anti-Blackness and eradicating racism through ecologically grounded training and systemic school reform.

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