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"This book will provide an introduction to social justice from the perspective of the major topics that affect school psychology practice"--
"...is ideal for graduate programs seeking to understand the evolution of the profession and explore the current and future demands placed on school psychologists."--Page 4 of cover.
Chicago has long struggled with racial residential segregation, high rates of poverty, and deepening class stratification, and it can be a challenging place for adolescents to grow up. Unequal City examines the ways in which Chicago’s most vulnerable residents navigate their neighborhoods, life opportunities, and encounters with the law. In this pioneering analysis of the intersection of race, place, and opportunity, sociologist and criminal justice expert Carla Shedd illuminates how schools either reinforce or ameliorate the social inequalities that shape the worlds of these adolescents. Shedd draws from an array of data and in-depth interviews with Chicago youth to offer new insight into this understudied group. Focusing on four public high schools with differing student bodies, Shedd reveals how the predominantly low-income African American students at one school encounter obstacles their more affluent, white counterparts on the other side of the city do not face. Teens often travel long distances to attend school which, due to Chicago’s segregated and highly unequal neighborhoods, can involve crossing class, race, and gang lines. As Shedd explains, the disadvantaged teens who traverse these boundaries daily develop a keen “perception of injustice,” or the recognition that their economic and educational opportunities are restricted by their place in the social hierarchy. Adolescents’ worldviews are also influenced by encounters with law enforcement while traveling to school and during school hours. Shedd tracks the rise of metal detectors, surveillance cameras, and pat-downs at certain Chicago schools. Along with police procedures like stop-and-frisk, these prison-like practices lead to distrust of authority and feelings of powerlessness among the adolescents who experience mistreatment either firsthand or vicariously. Shedd finds that the racial composition of the student body profoundly shapes students’ perceptions of injustice. The more diverse a school is, the more likely its students of color will recognize whether they are subject to discriminatory treatment. By contrast, African American and Hispanic youth whose schools and neighborhoods are both highly segregated and highly policed are less likely to understand their individual and group disadvantage due to their lack of exposure to youth of differing backgrounds.
"The twentieth century witnessed not only the devastation of war, conflict, and injustice on a massive scale, but also the emergence of social psychology as a discipline committed to addressing these and other social problems. In the twenty-first century, the promise of social psychology remains incomplete. We witness the reprise of authoritarianism and the endurance of institutionalized forms of oppression such as sexism, racism, and heterosexism across the globe. This volume represents an audacious proposal to reorient social psychology toward the study of social injustice in real-world settings. Contributors cross borders between cultures and disciplines to highlight new and emerging critical paradigms that interrogate the consequences of social injustice. United in their belief in the possibility of liberation from oppression, the authors of this book offer a blueprint for a new kind of social psychology." --
Since its publication, The Critical Pedagogy Reader has firmly established itself as the leading collection of classic and contemporary essays by the major thinkers in the field of critical pedagogy. While retaining its comprehensive introduction, this thoroughly revised fourth edition includes updated section introductions, expanded bibliographies, and up-to-date classroom questions. The book is arranged topically around such issues as class, racism, gender/sexuality, language and literacy, and classroom issues for ease of usage and navigation. New reading selections cover topics such as youth activism, agency and affect, and practical implementations of critical pedagogy. Carefully attentive to both theory and practice, this new edition remains the definitive source for teaching and learning about critical pedagogy.
Portrays the current landscape of school psychology practice in the United States and beyond from a social justice perspective Distinguished by its concentrated focus on social justice, this text serves as a comprehensive introduction to the practice and profession of school psychology for advanced undergraduate and graduate students. The second edition delivers updated content that reflects the newly released National Association of School Psychologists (NASP) Professional Standards and offers new chapters on antiracism; international school psychology; school psychology research; crisis prevention and intervention; and family, school, and community collaboration. Woven throughout is pertinent information on telehealth and COVID-19. The second edition reflects the perspectives of authors with a diverse range of cultural identities. It also includes a glossary of key terms and abundant recommendations for further reading. The text first addresses the historical, multicultural, training, legal and ethical foundations of school psychology—critical to understanding the contemporary scope and status of the discipline. The second section, describing the roles and functions of the school psychologist, meets the learner's needs by first outlining the most basic principles of assessment and intervention and then describing their application to various areas of practice. Finally, the book describes anticipated trends in practice and present steps for embarking on a career in school psychology. All chapters—clearly mapped to the NASP Practice Model—integrate content on systematic injustice in schools and the psychologist's role in advancing equity. The text contains many features designed to facilitate learning, including Chapter Objectives, Social Justice Connections, Discussion Questions, and Recommended Readings. Instructors also have access to sample course syllabi, Test Bank, and chapter PowerPoints. New to the Second Edition: New chapters on antiracism; international school psychology; school psychology research; crisis prevention and intervention; and family, school, and community collaboration Embeds new content throughout on telehealth, COVID-19, distance learning, and leadership Clearly maps the new NASP 2020 Professional Standards in each chapter Includes the contributions of accomplished new authors representing diverse multicultural backgrounds Key Features: Infuses a social justice orientation throughout the text Centers antiracism as a critical pillar of school psychology Includes chapter objectives and discussion questions to promote critical thinking Includes a review of foundational and prerequisite concepts essential for understanding school psychology service delivery
Counseling psychologists often focus on clients′ inner conflicts and avoid getting involved in the clients′ environment. This handbook encourages counseling psychologists to become active participants in changing systems that constrain clients′ ability to function. . . . Besides actual programs, the contributors cover research, training, and ethical issues. The case examples showing how professionals have implemented social action programs are particularly valuable. . . . [T]his book provides an outline for action, not only for psychologists, but also for social workers, politicians, and others interested in improving the lot of disadvantaged populations. Summing up: Recommended. Graduate students, researchers, professionals. -- W. P. Anderson, emeritus, University of Missouri-Columbia, CHOICE The Handbook for Social Justice in Counseling Psychology: Leadership, Vision, and Action provides counseling psychology students, educators, researchers, and practitioners with a conceptual road map of social justice and social action that they can integrate into their professional identity, role, and function. It presents historical, theoretical, and ethical foundations followed by exemplary models of social justice and action work performed by counseling psychologists from interdisciplinary collaborations. The examples in this Handbook explore a wide range of settings with diverse issues and reflect a variety of actions. The book concludes with a chapter reflecting on future directions for the field of counseling psychology beyond individual and traditional practice to macro-level conceptual models. It also explores policy development and implementation, systemic strategies of structural and human change, cultural empowerment and respect, advocacy, technological innovation, and third and fourth generations of human rights activities. Key Features: Integrates research and ethical implications as well as guidelines for developing and evaluating specific types of social justice activities Addresses a comprehensive arena of issues examined from historical, theoretical, systemic, and practical perspectives Clarifies social justice in counseling psychology to distinguish it from other helping professions Provides readers with specific examples and guidelines for integrating social justice into their work supported by a solid theoretical framework and acknowledgement of interdisciplinary influences Includes contributions from prominent authors in counseling psychology to provide expert examples from the field The Handbook for Social Justice in Counseling Psychology is an excellent resource for counseling psychology students, educators, researchers, and practitioners. It will be a welcome addition to any academic library or research institution.
Since the very first ‘co-operative’ school opened its doors in 2008, the complicated relations between ‘co-operative’ approaches to schooling and democratic subjectivity remain unexplored. This ground breaking book considers the role of ‘voice’ in co-operative schooling and its place in radical research, offering an original, critical analysis of an alternative model of ‘co-operative’ schooling set within the context of the contemporary public education sector in England. Drawing on post structural theory and critical ethnographic research, the author explores how this model might offer new ways of thinking about what education is for and who stands to benefit or lose when schools adopt co-operative ways of working together across the structures of governance, pedagogy and curriculum. The book considers how participatory ways of working in education might inform a more critical educational psychology that takes engendering equality and collective well-being as an alternative starting point to measuring individual achievement and cognitive development. This text will appeal to advanced level undergraduate and postgraduate students, researchers and practitioners, particularly in the field of psychology, education, politics and social research, with an interest in developing a critical appreciation of inequalities in education and in reimagining the possibilities for change.
School Psychologists as Advocates for Social Justice explores how school psychologists promote and protect the educational rights of children, using the author’s extensive experience as illustration. The roles of school psychologists have expanded from strictly assessment to advising school districts on how to improve school climate, helping schools face tragedy, and counseling students dealing with trauma. Combined with pertinent research, personal narratives describe challenges the author faced while a teacher and later as a school psychology practitioner and illustrate how necessary advocacy is in addressing the academic, behavioral, and emotional needs of students. Careful consideration is given to equity issues of disability, racism, Islamophobia, and bilingualism in schools. Combining informative personal experience with research, emphasizing the importance of children’s rights within the school community, and encouraging effective advocacy with legislative leaders, this book is a necessity for both new and seasoned school psychologists.
Supervision is a core professional competency requiring specific training for the benefit of supervisees, clients, and the profession. Supervision in School Psychology: The Developmental, Ecological, Problem-solving Model examines specific factors that contribute to successful supervision in school psychology, including the integration of a developmental process of training, the ecological contexts that impact practice, and evidence-based problem-solving strategies. Written for graduate students, researchers, and professionals in the field of school psychology, this book provides thorough, specific, and immediately applicable methods and principles for supervisory practice. Featuring a diverse set of pedagogical tools, Supervision in School Psychology is an important resource for navigating the distinct challenges specific to the demanding and diverse core competencies associated with supervision in school-based settings.