Answering the Call for Systems Change
There is much agreement within counseling psychology on the importance of social justice, yet social justice education and training remain limited in counseling psychology programs (Beerman et al., 2012; Pieterse et al., 2009; Singh et al., 2010). Critical components to social justice education and...
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| Format: | Article |
| Language: | English |
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Ball State University Libraries
2023-02-01
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| Series: | Journal for Social Action in Counseling and Psychology |
| Subjects: | |
| Online Access: | https://openjournals.bsu.edu/jsacp/article/view/3284 |
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| _version_ | 1849705929965043712 |
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| author | Melanie Wilcox Katharine Shaffer Laura Reid Marks Ashley Hutchison Candice Hargons |
| author_facet | Melanie Wilcox Katharine Shaffer Laura Reid Marks Ashley Hutchison Candice Hargons |
| author_sort | Melanie Wilcox |
| collection | DOAJ |
| description |
There is much agreement within counseling psychology on the importance of social justice, yet social justice education and training remain limited in counseling psychology programs (Beerman et al., 2012; Pieterse et al., 2009; Singh et al., 2010). Critical components to social justice education and training include an emphasis on systems theories that could inform interventions (i.e. advocacy and activism) at the exosystem and mesosystem levels as well as learning about the breadth of activism and advocacy skills. Assessment, diagnosis, and conceptualization are considered core functional competencies in professional psychology (Fouad, 2009), yet these processes are often only taught at the individual level. If the goal of advocacy and activism are to foster systems change, considered a functional competency in counseling psychology (CCPTP, 2012), then it is crucial to provide systems-level theories and skills in counseling psychology education and training. We describe how we have attended to the provision of systems-level education and training in our respective programs. We will provide recommendations about the inclusion of systems-level theories, classroom formats, assignments, and mentorship designed to foster trainees’ development of a systems-level theoretical orientation, as well as skills to engage in social justice research, leadership, and both micro- and macro-level advocacy interventions.
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| format | Article |
| id | doaj-art-c28ece27bead483db035b99f241e3dd9 |
| institution | DOAJ |
| issn | 2159-8142 |
| language | English |
| publishDate | 2023-02-01 |
| publisher | Ball State University Libraries |
| record_format | Article |
| series | Journal for Social Action in Counseling and Psychology |
| spelling | doaj-art-c28ece27bead483db035b99f241e3dd92025-08-20T03:16:21ZengBall State University LibrariesJournal for Social Action in Counseling and Psychology2159-81422023-02-0114210.33043/JSACP.14.2.2-24Answering the Call for Systems ChangeMelanie Wilcox0Katharine Shaffer1Laura Reid Marks2Ashley Hutchison3Candice Hargons4Augusta UniversityUniversity of BaltimoreFlorida State UniversityBall State UniversityUniversity of Kentucky There is much agreement within counseling psychology on the importance of social justice, yet social justice education and training remain limited in counseling psychology programs (Beerman et al., 2012; Pieterse et al., 2009; Singh et al., 2010). Critical components to social justice education and training include an emphasis on systems theories that could inform interventions (i.e. advocacy and activism) at the exosystem and mesosystem levels as well as learning about the breadth of activism and advocacy skills. Assessment, diagnosis, and conceptualization are considered core functional competencies in professional psychology (Fouad, 2009), yet these processes are often only taught at the individual level. If the goal of advocacy and activism are to foster systems change, considered a functional competency in counseling psychology (CCPTP, 2012), then it is crucial to provide systems-level theories and skills in counseling psychology education and training. We describe how we have attended to the provision of systems-level education and training in our respective programs. We will provide recommendations about the inclusion of systems-level theories, classroom formats, assignments, and mentorship designed to foster trainees’ development of a systems-level theoretical orientation, as well as skills to engage in social justice research, leadership, and both micro- and macro-level advocacy interventions. https://openjournals.bsu.edu/jsacp/article/view/3284social justice; social action; education; trainingadvocacysystems theoretical orientation |
| spellingShingle | Melanie Wilcox Katharine Shaffer Laura Reid Marks Ashley Hutchison Candice Hargons Answering the Call for Systems Change Journal for Social Action in Counseling and Psychology social justice; social action; education; training advocacy systems theoretical orientation |
| title | Answering the Call for Systems Change |
| title_full | Answering the Call for Systems Change |
| title_fullStr | Answering the Call for Systems Change |
| title_full_unstemmed | Answering the Call for Systems Change |
| title_short | Answering the Call for Systems Change |
| title_sort | answering the call for systems change |
| topic | social justice; social action; education; training advocacy systems theoretical orientation |
| url | https://openjournals.bsu.edu/jsacp/article/view/3284 |
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