Promoting Systemic Change Through the ACA Advocacy Competencies

Toporek, Rebecca L.; Lewis, Judith A.; Crethar, Hugh C.

doi:10.1002/j.1556-6678.2009.tb00105.x

Cited by 184 publications

(212 citation statements)

References 4 publications

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“…Two resources were espe cially helpful for conceptualizing types and levels of advocacy skills: Bronfenbrenner's (1979) ecological model, and the social justice advocacy competencies of the American Counseling Asso ciation (Ratts, Toporek, Lewis, & American Counseling Associa tion, 2010;Toporek, Lewis, & Crethar, 2009). Toporek et al described the 2 X 3 matrix of advocacy skills shown in Figure 2 (see also Lewis, Arnold, House, & Toporek, 2003).…”

Section: Developing and Refining A Curriculummentioning

confidence: 99%

The scientist-practitioner-advocate model: Addressing contemporary training needs for social justice advocacy.

Mallinckrodt¹,

Miles²,

Levy³

2014

Training and Education in Professional Psychology

134

200

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Expanding on ideas originally proposed by Fassinger and O 'Brien (2000), we describe the scientistpractitioner-advocate model for doctoral training in professional psychology, designed to more effec tively meet the needs of clients whose presenting problems are rooted in a sociocultural context of oppression and unjust distribution of resources and opportunities. This alternative training model incorporates social justice advocacy, thereby equipping graduates to address social contexts implicated in clients' suffering instead of only the symptoms manifest in a treatment hour. The tripartite model capitalizes on synergies between the new advocate role and the traditional researcher role (e.g., social action research designed to promote change), and between the advocate role and practitioner role (e.g., consciousness raising, public persuasion, and empowerment). At the intersection of all 3 domains is a new type of practicum in social justice advocacy, supported by training in intergroup dialogue facilita tion. We describe proposed knowledge, skills, and attitude components of the advocate role, together with a 10-credit curriculum adopted by the University of Tennessee, Counseling Psychology Program. In 2009, this program was the first to be accredited by the American Psychological Association with a scientist-practitioner-advocate training model. Practical challenges in implementation are described. Finally, we discuss implications for course development, student selection, and evaluation of training outcomes.

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Section: Developing and Refining A Curriculummentioning

confidence: 99%

The scientist-practitioner-advocate model: Addressing contemporary training needs for social justice advocacy.

Mallinckrodt¹,

Miles²,

Levy³

2014

Training and Education in Professional Psychology

134

200

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“…Not only does the counselor serve as the advocate, connecting the client to resources and services they otherwise may not have access to, but also helps the client learn how to advocate for themselves against social injustices or lack of access to resources and services in the community. In Phase 5, the psychologist or counselor encourages the client to join community groups that are acting on a community level to advocate for social justice issues in the Muslim immigrant community (Ratts & Hutchins, 2009;Toporek, Lewis, & Crethar, 2009).…”

Section: Phase 5: Addressing Social Justice and Human Rights Issuesmentioning

confidence: 99%

Mental Health Help-Seeking Behaviors of Muslim Immigrants in the United States: Overcoming Social Stigma and Cultural Mistrust

Amri¹,

Bemak²

2013

Journal of Muslim Mental Health

151

126

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As in many cultures and religions, the stigma of mental illness and treatment in the Muslim immigrant community is deep-rooted. Compounded with the cultural mistrust of the Western mental health system, many in this community live with untreated mental health conditions that not only impact themselves, but impact their family and the larger community. This article examines the Muslim immigrant community in the U.S. by providing an overview of who Muslim immigrants are and some of major psychosocial and psychological issues they face. The article will examine the impact of cultural mistrust and the stigmatization related to mental health on help-seeking behaviors among Muslim immigrants. Two case studies are presented that portray some of the struggles a Muslim immigrant faces in the U.S. Based on these case studies, recommendations for providing culturally responsive services that may mediate barriers to mental health help-seeking behaviors are presented. Finally, the authors discuss implications for future research.

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“…Now, social justice advocacy is being viewed as an integral part of the counselor's professional identity (Chang, Crethar, & Ratts, 2010;King, 2012;Kiselica & Robinson, 2001;Ratts & Wood, 2011;Toporek, Lewis & Crethar, 2009). This increased attention has come about due in part to the multicultural counseling competency movement.…”

mentioning

confidence: 99%

Infusing Social Justice Advocacy into Counselor Education: Strategies and Recommendations

Decker¹,

Manis²,

Paylo³

2016

JCPS

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Promoting Systemic Change Through the ACA Advocacy Competencies

Cited by 184 publications

References 4 publications

The scientist-practitioner-advocate model: Addressing contemporary training needs for social justice advocacy.

The scientist-practitioner-advocate model: Addressing contemporary training needs for social justice advocacy.

Mental Health Help-Seeking Behaviors of Muslim Immigrants in the United States: Overcoming Social Stigma and Cultural Mistrust

Infusing Social Justice Advocacy into Counselor Education: Strategies and Recommendations

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