Pub Date : 2019-01-01DOI: 10.1007/978-3-030-13788-5_1
Karolin Gieseler, David D. Loschelder, Malte Friese
{"title":"What Makes for a Good Theory? How to Evaluate a Theory Using the Strength Model of Self-Control as an Example","authors":"Karolin Gieseler, David D. Loschelder, Malte Friese","doi":"10.1007/978-3-030-13788-5_1","DOIUrl":"https://doi.org/10.1007/978-3-030-13788-5_1","url":null,"abstract":"","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89674459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-28DOI: 10.33043/JSACP.10.1.38-61
Lisa Hoffman, Shifa Podikunju-Hussain, M. Fry
The purpose of this study was to examine to what extent a U.S. newcomer school for adolescent English language learners lacked adequate mental health services for immigrant students. School counseling professionals at this school sought data to advocate for additional mental health professionals without asking inappropriately invasive questions about family legal immigration status. Leveraging the expertise of school administrators, refugee resettlement experts, and university researchers yielded a creative method for collecting student demographic information without violating student privacy. Looking specifically at refugee students from high-conflict backgrounds (the “refugees likely to have experienced distress” or “RED” variable) allowed researchers to pinpoint psychosocial acculturation differences in comparison with other immigrant students. A survey of students revealed differences in reported attitudes toward school and perceptions of discrimination among refugees from high-conflict backgrounds compared to other immigrants and refugees from lower-conflict backgrounds. Findings also supported the notion that immigrant students were likely to have experienced trauma prior to enrolling in this school. Results of this engaged scholarship allowed the resident school counselor to advocate effectively for a full-time mental health counselor position for newly arrived secondary students.
{"title":"Seeing “RED” to Serve Students: An Example of Advocacy for Counseling Services for Refugee and Immigrant Adolescents","authors":"Lisa Hoffman, Shifa Podikunju-Hussain, M. Fry","doi":"10.33043/JSACP.10.1.38-61","DOIUrl":"https://doi.org/10.33043/JSACP.10.1.38-61","url":null,"abstract":"The purpose of this study was to examine to what extent a U.S. newcomer school for adolescent English language learners lacked adequate mental health services for immigrant students. School counseling professionals at this school sought data to advocate for additional mental health professionals without asking inappropriately invasive questions about family legal immigration status. Leveraging the expertise of school administrators, refugee resettlement experts, and university researchers yielded a creative method for collecting student demographic information without violating student privacy. Looking specifically at refugee students from high-conflict backgrounds (the “refugees likely to have experienced distress” or “RED” variable) allowed researchers to pinpoint psychosocial acculturation differences in comparison with other immigrant students. A survey of students revealed differences in reported attitudes toward school and perceptions of discrimination among refugees from high-conflict backgrounds compared to other immigrants and refugees from lower-conflict backgrounds. Findings also supported the notion that immigrant students were likely to have experienced trauma prior to enrolling in this school. Results of this engaged scholarship allowed the resident school counselor to advocate effectively for a full-time mental health counselor position for newly arrived secondary students.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"36 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84664355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-28DOI: 10.33043/JSACP.10.1.62-67
R. Toporek
{"title":"Remembrance and Gratitude to Tod \"Theo\" Sloan","authors":"R. Toporek","doi":"10.33043/JSACP.10.1.62-67","DOIUrl":"https://doi.org/10.33043/JSACP.10.1.62-67","url":null,"abstract":"","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"111 3S 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87773616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-28DOI: 10.33043/jsacp.10.1.2-23
Sriya Bhattacharyya, Jasleen Kaur, Gabriel Corpus, M. Lykes, M. Heesacker
This study aimed to investigate how socioeconomically privileged students at a private school in India understood social issues in their communities, and it explored whether their understanding of and discourse about working against social and economic oppression changed after they took a field trip to a nearby under-resourced village. The sample included 75 youth from high-income backgrounds in Bhubaneswar, India, most of whom reported never having spent time in a poverty-stricken village. Students responded in writing to reflection prompts before and after the field trip. Participants’ responses were thematically coded to capture their perspectives of social injustice and ideas of change. A codebook of participants’ reflections was then developed, consisting of thirty-five themes and seven overarching domains: (1) positionality; (2) discrimination; (3) structural issues; (4) village-level issues; (5) strategies for problem solving; (6) experiences of helping; and (7) reasons for or barriers to problem solving. Descriptive frequencies revealed the prevalence of themes before and after the field trip. Implications and limitations of the study and directions for future research on enhancing awareness of privilege and social oppression are discussed.
{"title":"“There Are Many Social Evils...and Only We Can Cure It”: A Thematic Content Analysis of Privileged Indian Youth’s Perspective on Social Issues","authors":"Sriya Bhattacharyya, Jasleen Kaur, Gabriel Corpus, M. Lykes, M. Heesacker","doi":"10.33043/jsacp.10.1.2-23","DOIUrl":"https://doi.org/10.33043/jsacp.10.1.2-23","url":null,"abstract":"This study aimed to investigate how socioeconomically privileged students at a private school in India understood social issues in their communities, and it explored whether their understanding of and discourse about working against social and economic oppression changed after they took a field trip to a nearby under-resourced village. The sample included 75 youth from high-income backgrounds in Bhubaneswar, India, most of whom reported never having spent time in a poverty-stricken village. Students responded in writing to reflection prompts before and after the field trip. Participants’ responses were thematically coded to capture their perspectives of social injustice and ideas of change. A codebook of participants’ reflections was then developed, consisting of thirty-five themes and seven overarching domains: (1) positionality; (2) discrimination; (3) structural issues; (4) village-level issues; (5) strategies for problem solving; (6) experiences of helping; and (7) reasons for or barriers to problem solving. Descriptive frequencies revealed the prevalence of themes before and after the field trip. Implications and limitations of the study and directions for future research on enhancing awareness of privilege and social oppression are discussed.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87302076","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-12-28DOI: 10.33043/JSACP.10.1.24-37
D. Tillman, D. Hof, A. Pranckevičienė, A. Endriulaitienė, R. Markšaitytė, K. Žardeckaitė-Matulaitienė
Negative stereotypes of people with mental illness may lead to stigma of those with mental illness, impacting their self-confidence and willingness to seek mental health treatment. Few studies have looked at the health professional’s role and the impact they may have on the stigmatization process of people with mental illness. The purpose of this article was to better understand the concept of social distance among individuals in the helping professions of counseling, social work, and psychology. A total of 305 students and 95 professionals from counseling, social work and psychology participated in this study. Results revealed that counseling, social work, and psychology students, and helping professionals do not differ in their need for social distance from people with mental illness. Helping professionals reported significantly more social distance from people with mental health problems in close personal relationships, compared to their social relationships. In conclusion, there were no significant differences in social distance observed as a function of professional experience.
{"title":"Social Distance from Mental Illness Among Counseling, Social Work, and Psychology Students and Helping Professionals","authors":"D. Tillman, D. Hof, A. Pranckevičienė, A. Endriulaitienė, R. Markšaitytė, K. Žardeckaitė-Matulaitienė","doi":"10.33043/JSACP.10.1.24-37","DOIUrl":"https://doi.org/10.33043/JSACP.10.1.24-37","url":null,"abstract":"Negative stereotypes of people with mental illness may lead to stigma of those with mental illness, impacting their self-confidence and willingness to seek mental health treatment. Few studies have looked at the health professional’s role and the impact they may have on the stigmatization process of people with mental illness. The purpose of this article was to better understand the concept of social distance among individuals in the helping professions of counseling, social work, and psychology. A total of 305 students and 95 professionals from counseling, social work and psychology participated in this study. Results revealed that counseling, social work, and psychology students, and helping professionals do not differ in their need for social distance from people with mental illness. Helping professionals reported significantly more social distance from people with mental health problems in close personal relationships, compared to their social relationships. In conclusion, there were no significant differences in social distance observed as a function of professional experience.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"125 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85643829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-27DOI: 10.33043/JSACP.4.2.85-98
Peggy Brady-Amoon, N. Makhija, Vasudev N. Dixit, Jonathan Dator
This article explores definitions and integration of social justice in graduate training in counseling and psychology. We examine both the professional literature and our own process in pushing past curricular and administrative boundaries by establishing an extra- or co-curricular component to graduate training that supports the further infusion of social justice principles in graduate training. We conclude with a call for further dialogue and action.
{"title":"Social Justice: Pushing Past Boundaries in Graduate Training","authors":"Peggy Brady-Amoon, N. Makhija, Vasudev N. Dixit, Jonathan Dator","doi":"10.33043/JSACP.4.2.85-98","DOIUrl":"https://doi.org/10.33043/JSACP.4.2.85-98","url":null,"abstract":"This article explores definitions and integration of social justice in graduate training in counseling and psychology. We examine both the professional literature and our own process in pushing past curricular and administrative boundaries by establishing an extra- or co-curricular component to graduate training that supports the further infusion of social justice principles in graduate training. We conclude with a call for further dialogue and action.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76237335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-20DOI: 10.33043/JSACP.5.3.70-94
Marian A. Lee, T. Smith, Ryan G. Henry
The authors seek to initiate a broader dialog within the social justice movements across disciplines to include a deeper understanding of how power politics plays out in the social/political domain of the public arena outlined in the American Counseling Association (ACA) Advocacy Competencies. In this domain, counselors act as legislative/policy change advocates. However, in recent years social justice advocates within the profession have called for a more activist stance focusing on changing social structures of unjust systems and institutions as an adjunct to legislative/policy advocacy. Activities engaged in by policy/legislative advocates and structural change activists are discussed. Delineation between the differences in perception of power by political operatives and counseling professionals is examined so counselors may have a more comprehensive understanding of the challenges associated with being social change agents. Future implications for the field are discussed with focus on evidence-based research, training, and the potential use of technology and social media in the social justice advocacy movement.
{"title":"Power Politics: Advocacy to Activism in Social Justice Counseling","authors":"Marian A. Lee, T. Smith, Ryan G. Henry","doi":"10.33043/JSACP.5.3.70-94","DOIUrl":"https://doi.org/10.33043/JSACP.5.3.70-94","url":null,"abstract":"The authors seek to initiate a broader dialog within the social justice movements across disciplines to include a deeper understanding of how power politics plays out in the social/political domain of the public arena outlined in the American Counseling Association (ACA) Advocacy Competencies. In this domain, counselors act as legislative/policy change advocates. However, in recent years social justice advocates within the profession have called for a more activist stance focusing on changing social structures of unjust systems and institutions as an adjunct to legislative/policy advocacy. Activities engaged in by policy/legislative advocates and structural change activists are discussed. Delineation between the differences in perception of power by political operatives and counseling professionals is examined so counselors may have a more comprehensive understanding of the challenges associated with being social change agents. Future implications for the field are discussed with focus on evidence-based research, training, and the potential use of technology and social media in the social justice advocacy movement.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"128 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88162840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-20DOI: 10.33043/JSACP.5.3.44-69
Charlotte Blythe, N. Harré, Sindra Sharma, Victoria Dillon, Briar Douglas, Amandia Didsbury
This article describes an action research project in which community psychologists worked with a school community to promote environmentally sustainable practices. Our research team had five guiding principles: strengths-based, empowerment, role modeling, communication, and measurement and feedback. Here we describe a phenomenological study of how we experienced our principles and how key participants from the school perceived our professional practice. Each research team member completed a self-reflective survey and key staff and students from the school were interviewed. Amongst other benefits, the principles were valuable in promoting coherence within the research team, guiding decision-making and providing a framework for critical reflection. Recommendations are given for researchers and community practitioners interested in initiating sustainability projects with local organizations or using a similar principles-based approach in other collaborative endeavors.
{"title":"Guiding Principles for Community Engagement: Reflections on a School-Based Sustainability Project","authors":"Charlotte Blythe, N. Harré, Sindra Sharma, Victoria Dillon, Briar Douglas, Amandia Didsbury","doi":"10.33043/JSACP.5.3.44-69","DOIUrl":"https://doi.org/10.33043/JSACP.5.3.44-69","url":null,"abstract":"This article describes an action research project in which community psychologists worked with a school community to promote environmentally sustainable practices. Our research team had five guiding principles: strengths-based, empowerment, role modeling, communication, and measurement and feedback. Here we describe a phenomenological study of how we experienced our principles and how key participants from the school perceived our professional practice. Each research team member completed a self-reflective survey and key staff and students from the school were interviewed. Amongst other benefits, the principles were valuable in promoting coherence within the research team, guiding decision-making and providing a framework for critical reflection. Recommendations are given for researchers and community practitioners interested in initiating sustainability projects with local organizations or using a similar principles-based approach in other collaborative endeavors.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89178113","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-20DOI: 10.33043/JSACP.5.3.25-43
Consuelo E. Cavalieri
American Indian and Alaska Native (AIAN) nations have experienced profound disruptions to their lifeworlds as a result of ongoing colonialism. With striking regularity, these disruptions have violated Tribal sovereignty, impacting Tribal capacities for self-determination. The ensuing distress within Tribal communities has been marked by the intergenerational transmission of colonial traumas and losses that have been conceptualized as historical trauma, historical trauma response, historical unresolved grief, and colonial trauma response. For mental health professionals to de-colonize their work with Tribal peoples, it is necessary to imbue mental health research and practice with a sovereignty perspective that supports Tribal nations’ rights to self-determination. In a sovereignty-based paradigm, psychotherapy and research would involve critically examining colonial assumptions currently enacted in western research and psychotherapy approaches and a search for therapeutic approaches that nurture each Tribal people’s self-determined relational, knowledge, and value systems.
{"title":"Situating Psychotheraphy with Tribal Peoples in a Sovereignty Paradigm","authors":"Consuelo E. Cavalieri","doi":"10.33043/JSACP.5.3.25-43","DOIUrl":"https://doi.org/10.33043/JSACP.5.3.25-43","url":null,"abstract":"American Indian and Alaska Native (AIAN) nations have experienced profound disruptions to their lifeworlds as a result of ongoing colonialism. With striking regularity, these disruptions have violated Tribal sovereignty, impacting Tribal capacities for self-determination. The ensuing distress within Tribal communities has been marked by the intergenerational transmission of colonial traumas and losses that have been conceptualized as historical trauma, historical trauma response, historical unresolved grief, and colonial trauma response. For mental health professionals to de-colonize their work with Tribal peoples, it is necessary to imbue mental health research and practice with a sovereignty perspective that supports Tribal nations’ rights to self-determination. In a sovereignty-based paradigm, psychotherapy and research would involve critically examining colonial assumptions currently enacted in western research and psychotherapy approaches and a search for therapeutic approaches that nurture each Tribal people’s self-determined relational, knowledge, and value systems.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73735580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-07-20DOI: 10.33043/JSACP.5.3.95-110
C. Sonn, Michele Grossman, A. Utomo
In Australia we have been engaged in community research with different groups who have been marginalised or excluded on the basis of race or ethnicity. To date, little research has been undertaken on the role of creative arts programs for refugee background young people. This article will describe a research project exploring how arts-based interventions facilitate well-being and settlement of recently arrived young people of refugee background. Specifically, the article discusses the usefulness of participatory research in evaluating a school-based arts program where refugee-background young people had the opportunity to tell their story through multiple media such as photos, individual narratives, and embodied performance (e.g., dance). Reflections and lessons on the challenges of conducting a participatory research project are also offered.
{"title":"Reflections on a Participatory Research Project: Young People of Refugee Background in an Arts-Based Program","authors":"C. Sonn, Michele Grossman, A. Utomo","doi":"10.33043/JSACP.5.3.95-110","DOIUrl":"https://doi.org/10.33043/JSACP.5.3.95-110","url":null,"abstract":"In Australia we have been engaged in community research with different groups who have been marginalised or excluded on the basis of race or ethnicity. To date, little research has been undertaken on the role of creative arts programs for refugee background young people. This article will describe a research project exploring how arts-based interventions facilitate well-being and settlement of recently arrived young people of refugee background. Specifically, the article discusses the usefulness of participatory research in evaluating a school-based arts program where refugee-background young people had the opportunity to tell their story through multiple media such as photos, individual narratives, and embodied performance (e.g., dance). Reflections and lessons on the challenges of conducting a participatory research project are also offered.","PeriodicalId":37436,"journal":{"name":"Journal for Social Action in Counseling and Psychology","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88779365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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