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Moving Beyond Multiculturalism: Counseling Psychology Curricula to Facilitate the Development of Social Justice Oriented Psychologists- [electronic resource]
Moving Beyond Multiculturalism: Counseling Psychology Curricula to Facilitate the Development of Social Justice Oriented Psychologists- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101913
- ISBN
- 9798380586849
- DDC
- 150
- 서명/저자
- Moving Beyond Multiculturalism: Counseling Psychology Curricula to Facilitate the Development of Social Justice Oriented Psychologists - [electronic resource]
- 발행사항
- [S.l.]: : Columbia University., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(186 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-04, Section: B.
- 주기사항
- Advisor: Velez, Brandon.
- 학위논문주기
- Thesis (Ph.D.)--Columbia University, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약Although social justice advocacy is a core competency of counseling psychology training, a lack of formalized training prohibits trainees from engaging in advocacy efforts, specifically at the community and systems-level (Alexander & Allo, 2021). Moreover, prior research has suggested that counseling psychology trainees are feeling ill-equipped to integrate advocacy and macro-level interventions into their professional roles. Given the limited research on how psychologist educators integrate social justice advocacy into the counseling psychology curriculum and the effectiveness of these teaching strategies (Koch & Juntunen, 2014; Pieterse et al., 2009), this study aimed to explore the pedagogical strategies that prepare trainees to engage in social justice efforts--particularly at the meso- and macro-level. This exploratory consensual qualitative research (CQR) investigation analyzed interview data from 13 counseling psychologist faculty members. The study found that the faculty members emphasized community-based and relational learning approaches, which allowed students to critically reflect on their own identities and biases and become more aware of the systemic nature of social injustices. Additionally, the study found that the faculty members utilized a variety of pedagogical tools, including case studies, role-playing, and group discussions, to facilitate students' learning of community and systemic level interventions. The results also examined the challenges that faculty members faced in effectively integrating social justice-oriented content into their courses. Findings are discussed in terms of their implications for training and education, professional practice, theory, and policy.
- 일반주제명
- Psychology.
- 일반주제명
- Education.
- 일반주제명
- Counseling psychology.
- 기타저자
- Columbia University TC: Counseling Psychology
- 기본자료저록
- Dissertations Abstracts International. 85-04B.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■006m o d
■007cr#unu||||||||
■020 ▼a9798380586849
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■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a150
■1001 ▼aManosalvas, Kiara.
■24510▼aMoving Beyond Multiculturalism: Counseling Psychology Curricula to Facilitate the Development of Social Justice Oriented Psychologists▼h[electronic resource]
■260 ▼a[S.l.]:▼bColumbia University. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(186 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-04, Section: B.
■500 ▼aAdvisor: Velez, Brandon.
■5021 ▼aThesis (Ph.D.)--Columbia University, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aAlthough social justice advocacy is a core competency of counseling psychology training, a lack of formalized training prohibits trainees from engaging in advocacy efforts, specifically at the community and systems-level (Alexander & Allo, 2021). Moreover, prior research has suggested that counseling psychology trainees are feeling ill-equipped to integrate advocacy and macro-level interventions into their professional roles. Given the limited research on how psychologist educators integrate social justice advocacy into the counseling psychology curriculum and the effectiveness of these teaching strategies (Koch & Juntunen, 2014; Pieterse et al., 2009), this study aimed to explore the pedagogical strategies that prepare trainees to engage in social justice efforts--particularly at the meso- and macro-level. This exploratory consensual qualitative research (CQR) investigation analyzed interview data from 13 counseling psychologist faculty members. The study found that the faculty members emphasized community-based and relational learning approaches, which allowed students to critically reflect on their own identities and biases and become more aware of the systemic nature of social injustices. Additionally, the study found that the faculty members utilized a variety of pedagogical tools, including case studies, role-playing, and group discussions, to facilitate students' learning of community and systemic level interventions. The results also examined the challenges that faculty members faced in effectively integrating social justice-oriented content into their courses. Findings are discussed in terms of their implications for training and education, professional practice, theory, and policy.
■590 ▼aSchool code: 0054.
■650 4▼aPsychology.
■650 4▼aSocial sciences education.
■650 4▼aEducation.
■650 4▼aSocial studies education.
■650 4▼aCounseling psychology.
■653 ▼aSocial justice advocacy
■653 ▼aSocial injustices
■653 ▼aProfessional practice
■653 ▼aProfessional roles
■690 ▼a0621
■690 ▼a0534
■690 ▼a0515
■690 ▼a0603
■71020▼aColumbia University▼bTC: Counseling Psychology.
■7730 ▼tDissertations Abstracts International▼g85-04B.
■773 ▼tDissertation Abstract International
■790 ▼a0054
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16935277▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
