探索学校辅导员在为期一年的社会正义课程中的经历

Clare Merlin‐Knoblich, Lane Griffith, Brittany Glover, Bethani Cogburn, Sheree Harper
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摘要

背景:幼儿园至十二年级的学生遇到的仇恨犯罪和偏见越来越多。学校辅导员完全有能力减少学校中的压迫现象,但他们往往缺乏培养宣传技能的手段。目标:我们实施了 "学校辅导员公平奖学金"(SCEF)项目,这是一个为期一年的针对学校辅导员的社会正义宣传项目。我们设计该计划的目的是让参与者能够发展和促进反压迫、社会正义宣传技能,以支持他们的 K-12 学生。研究问题参加社会公正学校辅导培训项目的学员有哪些经历?研究方法:我们采用定性案例研究的方法来探讨参与者的经历(N = 12)。我们采用了工具性案例研究和 Yin(2017)的案例研究分析程序。数据来源于参与者在整个 SCEF 项目中撰写的日志,以及在 SCEF 项目前后完成的参与者访谈。研究结果:七个主题是参与者在 SCEF 项目中经历的特点。参与者在项目中受到了个人多元文化因素的影响(1),获得了积极的体验(2),并报告了一系列益处(3)。参与者也面临着社会正义工作和参与 SCEF 的障碍(4),以及项目中的挑战情绪(5)。最后,参与者利用学校数据来回应 SCEF 的参与(6),并在学校参与社会正义宣传(7)。结论:研究结果表明,SCEF 项目可作为支持学校辅导员及其在学校开展社会正义宣传工作的一种有前途的模式。
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An Exploration of School Counselor Experiences in a Yearlong Social Justice Program
Background: K-12 students have experienced increases in the amount of hate crimes and prejudice they encounter. School counselors are well-positioned to reduce oppression in schools, but often lack the means to develop advocacy skills that would do so. Objectives: We implemented the School Counselor Equity Fellowship (SCEF), a yearlong cohort-model social justice advocacy program for school counselors. We designed the program so that participants could develop and promote anti-oppressive, social justice advocacy skills to support their K-12 students. Research Question: What are the experiences of participants in a training program for social justice school counseling? Methods: We used a qualitative case study approach to explore participants’ experiences ( N = 12). We used an instrumental case study and Yin’s (2017) case study analysis procedures. Data came from participant journal entries written throughout the SCEF and participant interviews completed before and after the SCEF program. Findings : Seven themes characterized participant experiences in the SCEF. Participants were impacted in the program through personal multicultural factors (1), encountered positive experiences (2), and reported a range of benefits (3). Participants also faced barriers to social justice work and SCEF participation (4), as well as challenging emotions in the program (5). Lastly, participants used school data in response to SCEF participation (6) and engaged in social justice advocacy in their schools (7). Conclusions: Findings indicate that the SCEF program may serve as a promising model for supporting school counselors and their social justice advocacy work in schools.
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