Social Justice Through a School Psychology Lens: Definition and Applications

Shriberg, David; Bonner, Mike; Sarr, Brianna; Walker, Ashley Marks; Hyland, Megan; Chester, Christie

doi:10.1080/02796015.2008.12087860

Cited by 121 publications

(25 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They pointed out that fairness included the notion of equality in the distribution of resources and equity in relation to individual needs. Furthermore, like many other authors (e.g., Hage, 2005; Kenny & Hage, 2009; Moy et al., 2014; Prilleltensky & Nelson, 2002; Shriberg et al., 2008), they underscored the importance of training advocates who promote social justice for children, youth, and families who are marginalised in communities and society at large. In particular, this advocacy must focus on areas such as non-discrimination, protection of the rights of children and their families, and respect for cultural diversity (Schulze et al., 2017).…”

Section: Conceptualising Social Justicementioning

confidence: 73%

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

Pillay

2019

School Psychology International

View full text Add to dashboard Cite

The aim of this article is to discuss the social justice implications for educational psychologists working with orphans and vulnerable children (OVC) who comprise 3.7 million of the population in South Africa. The author begins with a global conceptualisation of social justice and then discusses the nature of social justice in South Africa. This is followed by an exploration of social justice within the discipline of educational psychology and how it would apply to the contexts of OVC, especially taking their psychosocial and educational challenges into consideration. These challenges allude to the point that educational psychologists have to be active agents of social justice who advocate for better learning and development opportunities for OVC to succeed in life. Thus, the social justice implications for educational psychologists working with OVC are discussed. In concluding, the author points out the global value of this article noting that OVC and educational psychologists are prevalent across the globe.

show abstract

Section: Conceptualising Social Justicementioning

confidence: 73%

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

Pillay

2019

School Psychology International

View full text Add to dashboard Cite

show abstract

“…However, the demographics of the field have not shifted to reflect the changing population in the United States (McNamara et al, 2019 ; Newell et al, 2010 ; Walcott et al, 2016 ). Additionally, while most school psychologists likely support social justice, the translation of these aspirations into practice may be more limited (Shriberg et al, 2008 ).…”

Section: An Examination Of School Psychology Practice and Trainingmentioning

confidence: 99%

School Psychology Supervisors’ Perceptions of Specialist-Level Training: An Exploratory Study

Ormiston

Dixon

Barnett

2021

Contemp School Psychol

View full text Add to dashboard Cite

Surveys of trainers in school psychology have been administered to examine training competencies and content delivered to school psychology trainees. Surveys of practitioners working with school psychology trainees are limited as discussed by Lewis et al. ( 2005 ). The purpose of this exploratory study is to seek to understand the perceptions of specialist-level site-based supervisors in relation to practicum students’ knowledge in several competency areas. Utilizing the National Association of School Psychologists’ Model for Comprehensive and Integrated School Psychological Services and Standards for Graduate Preparation of School Psychologists as reported by NASP ( 2020b ) and commonly reported school psychology practices as discussed by McNamara et al. ( 2019 ), a survey was developed and administered to specialist-level practicum supervisors. Results of Chronbach’s alpha analyses examining internal consistency for each of the seven domains ranged from good to excellent (0.85-0.95) although mean differences in domain ratings were not found to be significant. Results of the study are presented along with study limitations and directions for future research.

show abstract

“…(p.3)To date, there have been four empirical studies that have explored school psychologists’ opinions on social justice. The first was a qualitative study of 17 cultural diversity experts in school psychology conducted by Shriberg, Bonner, Sarr, Walker, Hyland, and Chester (2008). In this study, participating cultural diversity experts most strongly endorsed a definition of social justice centered on the idea of protecting the rights and opportunities for all.…”

Section: Defining Social Justicementioning

confidence: 99%

“…This type of action ultimately moves one towards consideration of power. While there are numerous action steps one can take in different situations, central to many social justice challenges is the issue of power (Shriberg et al., 2008; Shriberg et al., 2011). Regardless of geography and nationality, there are abuses of power, abuses that have the potential to harm children and families.…”

Section: Application Of Core Social Justice Principles To Practicementioning

confidence: 99%

The application of social justice principles to global school psychology practice

Shriberg

Clinton

2016

School Psychology International

Self Cite

View full text Add to dashboard Cite

Inasmuch as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition of social justice is provided. Second, a brief overview of school psychology research that overtly references social justice is offered. Third, essential precursors to action for individuals who seek to reflect social justice principles are highlighted. Fourth, key strategies for bringing social justice principles to practice are provided. Finally, this article closes with suggested next steps for further developing this framework globally.

show abstract

Social Justice Through a School Psychology Lens: Definition and Applications

Cited by 121 publications

References 0 publications

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

Social justice implications for educational psychologists working with orphans and vulnerable children in South Africa

School Psychology Supervisors’ Perceptions of Specialist-Level Training: An Exploratory Study

The application of social justice principles to global school psychology practice

Contact Info

Product

Resources

About