Social Justice: Pushing Past Boundaries in Graduate Training

Brady-Amoon, Peggy; Makhija, Nita; Dixit, Vasudev; Dator, Jonathan

doi:10.33043/jsacp.4.2.85-98

Cited by 12 publications

(8 citation statements)

References 39 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Prior to the MSJCC, training programs only moderately emphasized advocacy training (Brady-Amoon et al, 2012; Ratts, 2006) and many faculty members did not believe school counseling students were ready to engage in advocacy (Singh et al, 2010). Accordingly, researchers called for counselor training programs to prepare students to increase their multicultural competencies and become social justice advocates (Constantine et al, 2007).…”

Section: Social Justicementioning

confidence: 99%

Teaching School Counselors to Use Evidence-Based Practice to Advance Social Justice: A Case Study

Novakovic

Michel

Ockerman

2020

Professional School Counseling

View full text Add to dashboard Cite

School counselors are called to advocate for social justice in education and use evidence-based practice (EBP) to meet the diverse needs of students in schools today. This conceptual article describes the approach of one Council for Accreditation of Counseling and Related Educational Programs (CACREP)–accredited counselor education program to train future school counselors to use EBP to advocate for social justice and improve equity and access in education. We provide a case study regarding specific curricular changes to meet this imperative and offer recommendations for future research.

show abstract

Section: Social Justicementioning

confidence: 99%

Teaching School Counselors to Use Evidence-Based Practice to Advance Social Justice: A Case Study

Novakovic

Michel

Ockerman

2020

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…Numerous scholars have recommended self-reflection activities to raise students' multicultural awareness and knowledge, as well as advocacy (e.g., Brady-Amoon, Makhija, Dixit, & Dator, 2012;Decker, Manis & Paylo, 2015;DeRicco & Sciarra, 2005;Motulsky et al, 2014). Burnes and Singh (2010) suggested the use of student reflection journals in conjunction with course materials to increase social justice training in general.…”

Section: Pedagogical Strategies For Teaching Advocacymentioning

confidence: 99%

Counselors as Advocates: Effects of a Pilot Project Designed to Develop Advocacy Knowledge and Confidence in Trainees

Edwards

Tate

Cook

et al. 2017

jsacp

View full text Add to dashboard Cite

While there has been increased attention to advocacy within counseling and counseling psychology, it has been noted that trainees generally feel unprepared to engage in advocacy and do not participant e in this type of work to a large extent, even with increased age or professional experience). The qualitative study summarizes the findings of a project within a graduate multicultural counseling course designed to increase trainee knowledge and confidence related to advocacy. This project required students (N = 19) to complete individual advocacy projects in the community, with opportunities for self-reflection and evaluation of their progress throughout the semester. Student reflection responses about the effects of this project were analyzed using methods from Grounded Theory by a collaborative research team. This process resulted in a core category of responses that included expanded definitions of advocacy, increased self-confidence regarding advocacy work, obstacles encountered, and reactions to the course assignment. Implications and future directions are discussed.

show abstract

“…Participants highlighted five key themes in relation to their definition of social justice: 1) equity, 2) systemic change, 3) equality, 4) advocacy, and 5) a personal commitment. Of note, several participants commented that social justice involves a sustained commitment to equity, advocacy, and self-reflection, a comment echoed by other scholars in the field (see Baranowski et al, 2016;Brady-Amoon et al, 2012). Working toward systemic changes requires dedication and endurance; one cannot claim to be a social justice advocate and participate in it in an intermitted fashion; it is a value that must permeate a faculty member's self-reflection, the lessons they teach, the readings they utilize in their classes, the assignments they provide, and the work they participate in within their communities.…”

Section: Discussionmentioning

confidence: 95%

The Good, the Bad, and the Ugly: Experiences, Barriers, and Self-Efficacy Enhancement for Social Justice-Oriented Faculty

Taylor

Trevino

2022

jsacp

View full text Add to dashboard Cite

Although a commitment to social justice is central to the identity of counseling psychologists, little is known about how faculty contribute to a culture of social justice. The current study aims to explore engagement in social justice by answering six questions: 1) how do faculty define social justice, 2) how do they engage in social justice with students, 3) what barriers exist in relation to their engagement, 4) how often do faculty engage in social justice with students, 5) how supported do faculty feel in relation to their social justice efforts, and 6) what impact does training have on social justice self-efficacy and subsequent engagement? To examine these questions, a nationwide sample of 72 faculty from APA-accredited counseling psychology programs completed an online survey. Findings from thematic analysis revealed several themes across faculty definitions of, and engagement in, social justice, despite a number of barriers they also identified. Results from quantitative analyses suggested that most faculty engage in social justice. However, many are operating with little support. Several barriers to engagement exist, but graduate school training in social justice may help to eradicate those barriers. Faculty members who received training in social justice as students reported significantly more social justice self-efficacy now. Additionally, faculty with more social justice self-efficacy reported greater engagement in social justice in their professional and personal lives. Implications for promoting social justice among faculty are discussed, including practical suggestions for fostering self-efficacy, building a strong community, promoting adequate training, accessing role models, and engaging in self-care.

show abstract

Social Justice: Pushing Past Boundaries in Graduate Training

Cited by 12 publications

References 39 publications

Teaching School Counselors to Use Evidence-Based Practice to Advance Social Justice: A Case Study

Teaching School Counselors to Use Evidence-Based Practice to Advance Social Justice: A Case Study

Counselors as Advocates: Effects of a Pilot Project Designed to Develop Advocacy Knowledge and Confidence in Trainees

The Good, the Bad, and the Ugly: Experiences, Barriers, and Self-Efficacy Enhancement for Social Justice-Oriented Faculty

Contact Info

Product

Resources

About