Journal for Social Action in Counseling and Psychology

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    Toward a Ripple Effect: Psychologists Collaborate in Social Justice Education at a High School
    (2017) Kim, Grace S.; Kahn, Vali D.; Tawa, John; Suyemoto, Karen L.; Journal for Social Action in Counseling and Psychology
    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.
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    “A Different Way”: The Experiences of Latinx Parents with School Counselors
    (2017) Tuttle, Malti; Haskins, Natoya; Journal for Social Action in Counseling and Psychology
    This phenomenological study aimed to identify the essence of the lived experiences of Latinx parents as they relate to school counselors. A Relational Cultural Theory (RCT) Framework was used to explore the experiences of Latinx parents with school counselors. Twelve Latinx parents were interviewed from three counties in a Southeastern state to share their experiences with school counselors to provide recommendations for practice to the school counseling specialty and school counselors in training. The five overarching themes identified were: (1) Disconnections Between Educational and Cultural Systems; (2) Growth Fostering Relationships Between Latino/a Parents and School Counselors; (3) Sense of Worth Based on Quality of Experiences with School Counselors; (4) Desired Connections Based on Experiences with School Counselors; and (5) Knowledge of the School Counselor Role Built on Mutuality. These findings provided insight as to how the parents experienced their interactions with school counselors to support a social justice call to action.
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    Counselors as Advocates: Effects of a Pilot Project Designed to Develop Advocacy Knowledge and Confidence in Trainees
    (2017) Edwards, Lisa M.; Tate, Kevin A.; Cook, Jennifer M.; Toigo, Michelle P.; Yeomans, Abigail C.; Journal for Social Action in Counseling and Psychology
    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.