Social Justice Identity

Dollarhide, Colette T.; Clevenger, Adam; Dogan, Sabri; Edwards, Kaden

doi:10.1177/0022167816653639

Cited by 32 publications

(43 citation statements)

References 37 publications

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“…An individual’s social location is determined by the relative positioning of the intersections of their identities along axes of interlocking systems of oppression (Hulko, 2009). Social location varies across time and space, and within contexts and phases of life (Dollarhide et al, 2016). As such, the social component of one’s identity is an important factor, articulating the unique intersecting experiences shaped by societal hierarchy.…”

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confidence: 99%

Enhancing multicultural and social justice competencies in Canadian counselling psychology training.

Cohen¹,

Kassan²,

Wada³

et al. 2022

Canadian Psychology / Psychologie canadienne

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Multicultural (MC) and social justice (SJ) training have been areas of exploration within the field of counseling psychology and have gained continual traction within the supporting Canadian literature. This article provides a critique of the current ways in which MC and SJ training are understood within the field of counseling psychology, how they are taught, and how this training is taken up and perceived by graduate students. We discuss the importance of counseling psychology continuing to move beyond dichotomizing MC and SJ competencies from foundational counseling competencies, to expand past traditional strategies of pedagogy, and to further commit to engaging in practices of decolonization, community involvement, and ongoing faculty training. Recommendations for instructors and graduate training programs are made to support more critical systemic dialogs for the advancement of an MC and SJ agenda in Canadian counseling psychology programs. Public Significance StatementThis article is a critical review of the literature that pertains to multicultural and social justice training in Canadian counseling psychology. It contextually examines MC and SJ principles in light of its history, and in its training, application, and reception in the field. This article offers suggestions and recommendations to enhance MC and SJ training in counseling psychology and to recommit to social justice initiatives in the field.

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mentioning

confidence: 99%

Enhancing multicultural and social justice competencies in Canadian counselling psychology training.

Cohen¹,

Kassan²,

Wada³

et al. 2022

Canadian Psychology / Psychologie canadienne

View full text Add to dashboard Cite

show abstract

“…Perhaps in response to calls from within the counseling profession to infuse social justice principles and training in counselor education programs (Constantine, Hage, Kindaichi, & Bryant, 2007;Talleyrand, Chung, & Bemak, 2006), many counselor education programs have included social justice content in their curriculum with some experiential learning advocating on the individual (client) level (Pieterse et al, 2009). However, social justice education has lacked adequate experiential learning opportunities for students to engage at the community and societal level which would offer a broader understanding of the importance of social change and advocacy as well as their professional responsibilities (Dollarhide, Clevenger, Dogan, & Edwards, 2016;Fawcett, & Evans, 2013). Moreover, Pieterse and colleagues (2009) noticed that counselor educators place a higher emphasis on awareness and knowledge when it comes to multicultural and social justice counseling, with less focus on the development of associated skills.…”

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confidence: 99%

Social Justice Pre-Practicum: Enhancing Social Justice Identity Through Experiential Learning

Sanabria

DeLorenzi

2019

jsacp

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The counseling profession calls counselors to engage in social justice advocacy and charges counselor education programs to prepare students for this work. While most counseling programs promote social justice knowledge through a single course and infusion model, there remains a standard practice in providing students with experiential opportunities in advocacy to improve their learning. A qualitative study used a focus group methodology to examine the effectiveness of a social justice pre-practicum in the development of a social justice identity with counseling students. The study examines whether participation in a social justice pre-practicum reinforces a personal connection to and a broader understanding of social inequalities and advocacy work, as well as encourages more engagement in systemic advocacy in current employment. The purpose of this article is to encourage counselor education programs to equip students with real-life experiential opportunities in advocacy work by adopting a similar social justice pre-practicum course in their curriculum.

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“…For instance, helping undocumented students organize, seek their rights, and advocating for these students is something these counselors do at state and federal levels. Social justice is infused into these counselors’ identity: it becomes who they are (Dollarhide et al., 2016). To maintain their level of social justice development, they may continuously read and update themselves on current issues regarding social justice and inequalities and to create like‐minded community to develop comprehensive strategies.…”

Section: Discussionmentioning

confidence: 99%

Effectively working with immigrants: A model for school counselors

Dogan

2022

J Multicult Couns & Deve

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The purpose of this grounded theory study was to explore school counselors' experiences working with immigrants. Based on this exploration, the author proposes a model that explains the process of becoming effective school counselors in working with immigrants. This model relies on social justice, and it consists of four developmental stages: superficial awareness, growing awareness, application, and culturally competent school counselor. Implications for school counselors are provided. K E Y W O R D S school counselor, immigrant, social justice, counseling immigrants ResumenEl propósito de este estudio de muestreo teórico fue explorar las experiencias de consejeros escolares que trabajan con inmigrantes. Basándose en esta exploración, el autor propone un modelo que explica el proceso de llegar a ser consejeros escolares eficaces en el trabajo con inmigrantes. Este modelo se basa en la justicia social y consta de cuatro etapas de desarrollo: conciencia superficial, conciencia creciente, aplicación y consejero escolar culturalmente competente. Se proporcionan implicaciones para los consejeros escolares.

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Social Justice Identity

Cited by 32 publications

References 37 publications

Enhancing multicultural and social justice competencies in Canadian counselling psychology training.

Enhancing multicultural and social justice competencies in Canadian counselling psychology training.

Social Justice Pre-Practicum: Enhancing Social Justice Identity Through Experiential Learning

Effectively working with immigrants: A model for school counselors

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