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Malone CM, Ishmail KZ. A snapshot of multicultural training in school psychology. PSYCHOLOGY IN THE SCHOOLS 2020. [DOI: 10.1002/pits.22392] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- Celeste M. Malone
- Department of Human Development and Psychoeducational StudiesHoward University Washington DC
| | - Kareem Z. Ishmail
- Department of Human Development and Psychoeducational StudiesHoward University Washington DC
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Carr ER, Bhagwat R, Miller R, Ponce AN. Training in Mental Health Recovery and Social Justice in the Public Sector. COUNSELING PSYCHOLOGIST 2014. [DOI: 10.1177/0011000014555200] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Individuals who experience serious mental illness (SMI) frequently encounter stigma and disenfranchisement. Attention to this concern necessitates a social justice focus within the mental health field. This article explores the significance and critical foundations of a psychology training experience grounded in a social justice and recovery-oriented perspective to answer the call for a focus on social justice and empowerment for individuals with SMI in mental health recovery. A specific training program is highlighted as an example of how social justice and recovery-oriented psychology training can be conducted. It includes theoretical foundations, trainee and supervision factors, a training model, and a description of didactic, clinical, consultation, interdisciplinary, and recovery-initiative training experiences. Last, specific successes and challenges of this type of training experience, as well as recommendations for future program development, are shared.
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Affiliation(s)
- Erika R. Carr
- Yale University School of Medicine, New Haven, CT, USA
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Halvorson-Bourgeois B, Zipse L, Haynes C. Educating Culturally Competent Clinicians: Using Multiple Perspectives to Review Curriculum Content. ACTA ACUST UNITED AC 2013. [DOI: 10.1044/ihe16.2.51] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Affiliation(s)
| | - Lauryn Zipse
- Department in Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
| | - Charles Haynes
- Department in Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA
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Shin RQ, Smith LC, Goodrich KM, LaRosa ND. Attending to Diversity Representation Among Council for Accreditation of Counseling and Related Educational Programs (CACREP) Master’s Programs: A Pilot Study. INTERNATIONAL JOURNAL FOR THE ADVANCEMENT OF COUNSELLING 2011. [DOI: 10.1007/s10447-011-9116-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
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Pieterse AL, Evans SA, Risner-Butner A, Collins NM, Mason LB. Multicultural Competence and Social Justice Training in Counseling Psychology and Counselor Education. COUNSELING PSYCHOLOGIST 2008. [DOI: 10.1177/0011000008319986] [Citation(s) in RCA: 127] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
This article presents the findings of a descriptive content analysis of 54 multicultural and diversity-related course syllabi drawn from counseling and counseling psychology programs accredited by the American Psychological Association and the Accreditation of Counseling and Related Programs. Results suggest that most courses adhere to the knowledge, awareness, and skills paradigm of multicultural competence. However, actual course content varies considerably. Whereas the findings identify social justice content as a growing presence in multicultural courses, there is a need to more clearly outline the fundamental points of distinction and overlap between multicultural competence and social justice advocacy in counselor and counseling psychology training.
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Abstract
Counseling psychologists have been instrumental in advancing a social justice agenda within the larger field of psychology. What is still missing within this agenda, however, is a fully developed consideration of classism within the spectrum of oppressions more commonly addressed in discussions of social justice and multiculturalism. The operations of classism can be difficult to see in a society that has long considered itself to be classless, and for counseling psychologists to undertake this work, they must initiate a deliberate effort to develop their awareness of classism as it affects their theory, research, and practice. In support of this end, the author presents a social justice conceptualization of classism, provides examples of classism at work, and outlines the resulting implications for counseling psychology practice.
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