Navigating the Waters of Social Justice: Strategies from Veteran School Psychologists
Tóm tắt
Từ khóa
Tài liệu tham khảo
Augustyniak, K. M., Kilanowski, L., & Privatera, G. J. (2016). Perception of leadership practices of school psychologists: views of multiple stakeholders. School Psychology Forum: Research Into Practice, 10, 371–385.
Barrett, C., & A’Vant, E. R. (2017). The social justice task force. Communiqué, 46(2), 21.
Blake, J. J., Gregory, A., James, M., & Hasan, G. W. (2016). Early warning signs: identifying opportunities to disrupt racial inequities in school discipline through data-based decision making. School Psychology Forum: Research In Practice, 10, 289–306.
Briggs, A., McArdle, L., Bartucci, G., Kowalewicz, E., & Shriberg, D. (2009). Students’ perspectives on the incorporation of social justice in a school psychology graduate program. Trainers’ Forum, 28(4), 35–45.
Castillo, J. M., & Curtis, M. J. (2014). Best practices in systems-level change. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: systems-level services (pp. 11–28). Bethesda: National Association of School Psychologists.
Durham, J. I. (2012). Promoting social justice by addressing barriers to academic success. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: conceptual foundations and tools for practice (pp. 189–205). New York: Routledge.
Grapin, S. L. (2017). Social justice training in school psychology: applying principles of organizational consultation to facilitate change in graduate programs. Journal of Educational and Psychological Consultation, 27, 173–202. https://doi.org/10.1080/10474412.2016.1217489 .
Graybill, E., Baker, C. N., Cloth, A. H., Fisher, S., & Nastasi, B. K. (2017). An analysis of social justice research in school psychology. International Journal of School & Educational Psychology. https://doi.org/10.1080/21683603.2017.1302850 .
Hill, C. E., Thompson, B. J., & Williams, E. N. (1997). A guide to conducting consensual qualitative research. The Counseling Psychologist, 25, 517. https://doi.org/10.1177/0011000097254001 .
Jenkins, K., Conway, D., Reucker, D., Shriberg, D., & Jones, H. (2017). Bringing social justice principles to practice: new practitioners speak. Contemporary School Psychology, 21(32), 1–4.
Jones, J. M. (2012). Family, school, and community partnerships. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: Conceptual foundations and tools for practice (pp. 270–293). New York: Routledge.
McCabe, P., & Rubinson, F. (2008). Committing to social justice: the behavioral intention of school psychology and education trainees to advocate for lesbian, gay, bisexual, and transgendered youth. School Psychology Review, 37, 469–486.
Miranda, A., Radliff, K. M., Cooper, J. M., & Eschenbrenner, C. R. (2014). Graduate student perceptions of the impact of training for social justice: development of a training model. Psychology in the Schools, 51, 348–365. https://doi.org/10.1002/pits.21755 .
Moy, G. E., Briggs, A., Shriberg, D., Furrey, K. J., Smith, P., & Tompkins, N. (2014). Developing school psychologists as agents of social justice: a qualitative analysis of student understanding across three years. Journal of School Psychology, 52, 323–341. https://doi.org/10.1016/j.jsp.2014.03.001 .
Nastasi, B. K., & Varjas, K. (2012). School psychology and social justice in the global community. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: conceptual foundations and tools for practice (pp. 29–52). New York: Routledge.
Proctor, S. L. (2016). Introduction to the special issue: encouraging racial and social justice through the pre-K to graduate school pipeline. School psychology forum: research in practice, 10, 233–236.
Sander, J. B. (2012). Consultation and collaboration. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: conceptual foundations and tools for practice (pp. 225–243). New York: Routledge.
Schultze, J., Winter, L. A., Woods, K., & Tyldesley, K. (2017). Investigating the significance of social justice in educational psychology practice—a systemic literature review. Educational & Child Psychology, 34(3), 57–73.
Shriberg, D. (Ed.) (2009). Teaching for social justice in school psychology graduate programs: strategies and lessons learned [Special issue]. Trainer’s Forum, 28(3).
Shriberg, D., & Clinton, A. (2016). The application of social justice principles to school psychology practice. School Psychology International, 37, 323–339. https://doi.org/10.1177/0143034316646421 .
Shriberg, D., & Fenning, P. (2009). School consultants as agents of social justice: implications for practice: introduction to the special topic issue. Journal of Educational and Psychological Consultation, 19, 1–7. https://doi.org/10.1080/10474410802462751 .
Shriberg, D., Bonner, M., Sarr, B. J., Walker, A. M., Hyland, M., & Chester, C. (2008). Social justice through a school psychology lens: definitions and applications. School Psychology Review, 37, 453–468.
Shriberg, D., Wynne, M. E., Bartucci, G., Briggs, A., & Lombardo, A. (2011). School psychologists’ perspectives on social justice. School Psychology Forum: Research in Practice, 5(2), 37–53.
Shriberg, D., Song, S. Y., Miranda, A. H., & Radliff, K. M. (2012). School psychology and social justice: conceptual foundations and tools for practice. New York: Routledge.
Singh, A. A., Urbano, A., Haston, M., & McMahon, E. (2010). School counselors’ strategies for social justice change: a grounded theory of what works in the real world. Professional School Counseling, 13, 135–145.
Song, S. Y., Miranda, A. H., Radliff, K. M., & Shriberg, D. (2018). School psychology in a global society: Roles and functions. Bethesda: National Association of School Psychologists.
Vera, E. M., & Speight, S. L. (2003). Multicultural competence, social justice, and counseling psychology: expanding our roles. The Counseling Psychologist, 31, 253–272. https://doi.org/10.1177/0011000003031003001 .
Williams, S. A. S., & Crockett, D. P. (2012). Institutional barriers: poverty and education. In D. Shriberg, S. Y. Song, A. H. Miranda, & K. M. Radliff (Eds.), School psychology and social justice: Conceptual foundations and tools for practice (pp. 137–154). New York: Routledge.