Social justice in an accredited internship in professional psychology: Answering the call.

Abstract

Calls from the psychological literature have highlighted a need for the integration of social justice training in APA-accredited internships in professional psychology. This article presents an example of how foundational principles of social justice can be integrated into predoctoral internships. The authors identified foundational principles of social justice from the literature and applied them to training, using the internship at the University of California San Diego's Psychological and Counseling Services as a case example. Ways in which these principles have shaped trainees, learning activities, and trainee perspectives are presented. Finally, recommendations for integration of these principles for teaching psychology trainees are underscored.

Shifting the Counselor Role from Gatekeeping to Advocacy: Ten Strategies for Using theCompetencies for Counseling with Transgender Clientsfor Individual and Social Change

“…2. Increased distribution of competencies through in-service trainings and presentations: As outreach has been documented to be a cornerstone of social justice work in counseling (Burnes & Manese, 2008), an increase of in-service presentations to providers working in community agencies, after school programs, lesbian, gay, bisexual, transgender (LGBT)-focused community centers, religious organizations, and federal agencies is indeed necessary. Such outreach presentations can not only present the competencies, but also engage participants in ways to apply the competencies in their work with clients.…”

Understanding How Family Science Interns Conceptualize Social Justice

“…Additionally, there is a well-defined literature documenting the multifaceted nature of discrimination and its impact on individuals and families, both directly and indirectly, through (in)equitable access to resources (Buckley, 1998;Prilleltensky & Prilleltensky, 2003;van Eeden-Moorefield & Alvarez, 2014). However, conceptualizations and applications of social justice as a broader concept and its incorporation into education and other professional training are more recent (Burnes & Manese, 2008). As such, social justice theorizing remains in its infancy and needs more attention given to its conceptual development.…”

“…Social justice is a complex phenomenon and it has been regarded as generally pertaining to issues of equity and fairness (Miller et al., ). Its theorizing has been influenced by multicultural and feminist perspectives (e.g., Burnes & Manese, ). Generally, social justice has been described as both a process and a goal that is mutually shaped to meet the needs of all people (Bell, ).…”

“…As such, studies that seek to understand the domains and boundaries of social justice as a concept and practice are needed if colleges and universities are to develop the most effective educational models and experiences for students. Currently, the majority of social justice research that exists focuses on graduate‐level training as opposed to undergraduate training, especially in the areas of psychology (e.g., Burnes & Manese, ; Mallinckrodt et al., ) and counseling (Beer, Spanierman, Green, & Todd, ). However, there is a small body of research on undergraduate students that says exposure to social justice in education is related to reduced bias toward others and increased social advocacy aimed at creating a more just and fair world (Alimo, ; Hackman, ; Pittman, ; Storms, ).…”

Use of Ethnographic Fiction in Social Justice Graduate Counselor Training

“…The use of EF can promote an in‐depth appreciation and awareness about social injustices encountered by clients and may be a useful technique in training future social‐justice‐oriented counselors. Our premise is that EF can be used in any course in graduate training, consistent with innovative teaching methodologies used in training social justice mental health professionals (Bemak & Chung, 2011; Burnes & Manese, 2008; Caldwell & Vera, 2010; Lewis, 2010).…”