Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School

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dc.contributor.author Kim, Grace S.
dc.contributor.author Kahn, Vali D.
dc.contributor.author Tawa, John
dc.contributor.author Suyemoto, Karen L.
dc.date Volume 9, Number 2, Winter 2017 en_US
dc.date.accessioned 2018-05-17T20:52:38Z
dc.date.available 2018-05-17T20:52:38Z
dc.date.issued 2017
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/123456789/201199
dc.description.abstract Social justice education aims to develop critical thinking about social inequities and social responsibility to increase civic engagement in high school youth. While high schools increasingly recognize the importance of social justice education, teachers are often initially under-prepared to teach this material, particularly about managing challenging emotions, and working with a group- processes as students work with social justice content and process. Psychologists are often asked to be diversity consultants or instructors, creating opportunities to contribute to social justice education. Drawing from implementation science, this paper describes a model of collaboration between university-based psychologists and high-school educators in providing a social justice course to high school students. Our education model enabled a multi-layered collaborative network that maximized the contributions of collaborators (i.e., Students, High School Teachers, Consultants, and Mentor) and enabled sustainability within the high school. en_US
dc.subject Social justice en_US
dc.subject Collaboration en_US
dc.subject High school en_US
dc.subject Diversity training en_US
dc.subject Consulting en_US
dc.title Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School en_US
dc.type Article en_US
dc.contributor.corporatename Journal for Social Action in Counseling and Psychology en_US


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