자료유형  

 학위논문

Control Number  

0016935277

International Standard Book Number  

9798380586849

Dewey Decimal Classification Number  

150

Main Entry-Personal Name  

Manosalvas, Kiara.

Publication, Distribution, etc. (Imprint  

[S.l.] : Columbia University., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(186 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-04, Section: B.

General Note  

Advisor: Velez, Brandon.

Dissertation Note  

Thesis (Ph.D.)--Columbia University, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

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. 

Subject Added Entry-Topical Term  

Psychology.

Subject Added Entry-Topical Term  

Social sciences education.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Social studies education.

Subject Added Entry-Topical Term  

Counseling psychology.

Index Term-Uncontrolled  

Social justice advocacy

Index Term-Uncontrolled  

Social injustices

Index Term-Uncontrolled  

Professional practice

Index Term-Uncontrolled  

Professional roles

Added Entry-Corporate Name  

Columbia University TC: Counseling Psychology

Host Item Entry  

Dissertations Abstracts International. 85-04B.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:639695