2014
DOI: 10.1037/tep0000045
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Abstract: Expanding on ideas originally proposed by Fassinger and O 'Brien (2000), we describe the scientistpractitioner-advocate model for doctoral training in professional psychology, designed to more effec tively meet the needs of clients whose presenting problems are rooted in a sociocultural context of oppression and unjust distribution of resources and opportunities. This alternative training model incorporates social justice advocacy, thereby equipping graduates to address social contexts implicated in clients' s… Show more

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Cited by 128 publications
(203 citation statements)
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“…Revised from “The Scientist–Practitioner–Advocate Model: Addressing Contemporary Training Needs for Social Justice Advocacy” (p. 26) by B. Mallinckrodt, J. R. Miles, & J. J. Levy, , Training and Education in Professional Psychology, 8 , 303–311.…”
Section: A Need For a New Discourse In Counselingmentioning
confidence: 99%
“…Revised from “The Scientist–Practitioner–Advocate Model: Addressing Contemporary Training Needs for Social Justice Advocacy” (p. 26) by B. Mallinckrodt, J. R. Miles, & J. J. Levy, , Training and Education in Professional Psychology, 8 , 303–311.…”
Section: A Need For a New Discourse In Counselingmentioning
confidence: 99%
“…As teachers, IMH professionals can integrate social justice theory into training programs and clinical supervision of students (e.g., see Mallinckrodt, Miles, & Levy, 2014). In this regard, it will be important to go beyond cultural and linguistic competence, which is mandated in some clinics and medical schools, to address larger questions of systemic bias (Metzl, Petty, & Olowojoba, 2018).…”
Section: Relevance To Imh Professionalsmentioning
confidence: 99%
“…Current, continuous, and cumulative trauma-focused cognitive behavior therapy (CCC-TF-CBT), (Kira, 2013;Kira, Ashby, Omidy, & Lewandowski, in press), a part of this packaged model, include four core components (behavioral, pre-cognitive, cognitive, and social), with eight intervention modes: Two behavioral interventions modes: 1) prioritizing safety, and addressing current and ongoing threats and dangers: distinguishing real danger from exaggerated, down played (avoided) and the real challenges (e.g, Najavits, 2002;Murray, Cohen, & Mannarino, 2013); 2) practicing basic skills training to deal with real threats and dangers (e.g. problem solving, assertiveness training, mindfulness training, anger management, personal and group-based emotion regulation, and enhancing participation and engagement) (e.g., Lyman et al, 2014;Liu, Huang, & Wang, 2014); two pre-cognitive intervention modes; 3) stimulating "will to live and survive and related meaningful effective coping strategies (e.g., Bonanno & Mancini, 2008, Kira, Alawneh, Aboumediene, Lewandowski, & Laddis, 2014; and 4) identity work, identities reconfiguration, and identity development that may include: redefinition of identities (e.g., gender sexual, racial, religious, national, species in addition to; personal and collective self-esteem and self-efficacy) (e.g., Scheepers, Spears, Manstead, & Doosje, 2009;Gaertner & Dovidio, 2005) and three cognitive intervention modes; 5) psycho-education of continuous traumatic stress and cumulative and proliferation and stress generation dynamics (e.g., ; 6) inoculation against stress proliferation and accumulation dynamics and training to identify and disrupt such existing dynamics; and 7) narration and writing intervention and one social intervention modes (e.g., Travagina, Margolaa, & Revensonb, 2015); 8) reconnection, advocacy and social Justice using Scientist-Practitioner-Advocate (SPA) model (Mallinckrodt, Miles, & Levy, 2014). Diagram 1 visualizes this model.…”
Section: Toward New Models Of Intervention With Refugee Childrenmentioning
confidence: 99%