An International Social Justice Agenda in School Psychology? Exploring Educational Psychologists’ Social Justice Interest and Practice in England

Schulze, Joanne; Winter, Laura Anne; Woods, Kevin; Tyldsley, Kath

doi:10.1080/10474412.2018.1531765

Cited by 18 publications

(11 citation statements)

References 43 publications

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“…But what can therapists actually do? Research has documented the barriers professionals cite to social justice action, including lack of time, worries about implications of speaking up or behaving differently, and a lack of clarity about what social justice actions we can actually take (Schulze, Winter, Woods, & Tyldesley, ; Winter & Hanley, ). Without wanting to minimise these barriers, I do want to suggest that there are at least a small number of concrete ways that therapists can begin to adopt a social justice perspective in their work, if they wish to.…”

Section: “Simple” Social Justice Steps (…Or Perhaps One Place To Start)mentioning

confidence: 99%

Social justice and remembering “the personal is political” in counselling and psychotherapy: So, what can therapists do?

Winter

2019

Couns and Psychother Res

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This brief contribution argues for the importance of a social justice perspective in counselling and psychotherapy, particularly within the current international socio‐political context. Much has been said about social justice over recent years in the fields of psychology, psychotherapy and counselling. Professionals and academics have expressed some concerns about what it might actually mean, or how difficult it might be in practice to engage with this perspective. In this paper, the activist phrase “the personal is political” (Hanisch, 1970) is used to illustrate the way in which a social justice approach to counselling and psychotherapy does not need to be complicated, but rather a foregrounding of a particular understanding of well‐being and the people we work with. Following this, some concrete and straightforward suggestions for how therapists might begin to act on their social justice values are made.

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Section: “Simple” Social Justice Steps (…Or Perhaps One Place To Start)mentioning

confidence: 99%

Social justice and remembering “the personal is political” in counselling and psychotherapy: So, what can therapists do?

Winter

2019

Couns and Psychother Res

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“…Collectively, the authors describe a range of local and global issues that perpetuate systemic injustice, including sexual abuse, poverty, and racial and ethnic discrimination; however, the underlying principles they invoke as foundations of social justice overlap considerably. Across all four articles, the authors emphasize concepts such as fairness, equity, inclusion, and advocacy, all of which reflect emerging definitions and frameworks of social justice in school and educational psychology (e.g., Biddanda et al., 2019; Pillay, 2014; Schulze et al., 2019; Shriberg et al., 2011). In particular, several of the authors identify children’s rights to health, self-expression, and physical, social, and emotional well-being as key components of their vision for social justice (Hatzichristou et al., this issue; Naser et al.…”

Section: Findings and Themes Across Articlesmentioning

confidence: 99%

“…In a review of published school and educational psychology research, Schulze, Winter, Woods, and Tyldsley (2017) identified five empirical articles focused on social justice, all of which were written by U.S. authors and based on data collected in the U.S. Since this review was published, at least three more peer-reviewed empirical articles have appeared in school and educational psychology journals, two of which were conducted in the U.S. (Biddanda, Shriberg, Ruecker, Conway, & Montesinos, 2019; Jenkins et al., 2018) and one of which was conducted in the United Kingdom (U.K.; Schulze, Winter, Woods, & Tyldsley, 2019). Applying a broader definitional lens, Graybill et al.…”

Section: Introduction and Purposementioning

confidence: 99%

International perspectives on social justice: Introduction to the special issue

Grapin

Shriberg

2020

School Psychology International

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The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.

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“…Historically, school support programs were based on individual intervention models that do not consider institutional barriers or external factors that affect the most vulnerable students (Ratts & Hutchins, 2009; Schulze et al, 2019). However, in recent decades, school support systems have developed a systemic perspective distanced from an individual approach (Astramovich et al, 2013; Castillo et al, 2017), which embraces whole-school, universal prevention as defined by the public health sector (Cook et al, 2015; Haggerty & Mrazek, 1994) through evidence-based practices (EBPs; Greenberg et al, 2005) with special emphasis on issues of educational equity and social justice (Greenberg et al, 2005; Ratts & Hutchins, 2009; Williams & Greenleaf, 2012).…”

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confidence: 99%

What do Support Professionals do in Schools? Construction and Validation of an Instrument for Assessing Whole-School Prevention and Promotion Strategies

López

Olavarría

Cárdenas

et al. 2021

Journal of Prevention and Health Promotion

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Education policies worldwide have encouraged the entry and permanence of nonteaching support professionals in schools. During the last decade, Chilean regulations have allowed a massive incorporation of these professionals—mostly school psychologists and social workers—in publicly funded schools. However, there is scarce evidence regarding the actions of these professionals, including whether and how they align with whole-school approaches. In this study, we constructed and validated scales to assess professional practices aligned with universal prevention and whole-school approaches deployed by nonteaching professionals in schools. Participants were 329 professionals from municipal, private subsidized, and private Chilean schools. Psychometric properties were analyzed through exploratory and confirmatory factor analyses for construct validation and with Cronbach’s alpha for internal consistency. The results show that the instruments had adequate psychometric properties in terms of validity and reliability, allowing the assessment of four types of practices: individual socioemotional and academic support, group socioemotional and academic support, leadership practices, and interdisciplinary collaborative practices. We argue that these practices can be theoretically organized based on whole-school prevention and promotion strategies. Preliminary mean comparisons show that the most prevalent practice is through individual supports. We highlight the need to provide sound instruments that may allow comprehensive assessments of the actions deployed by nonteaching support professionals in whole-school improvement efforts.

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An International Social Justice Agenda in School Psychology? Exploring Educational Psychologists’ Social Justice Interest and Practice in England

Cited by 18 publications

References 43 publications

Social justice and remembering “the personal is political” in counselling and psychotherapy: So, what can therapists do?

Social justice and remembering “the personal is political” in counselling and psychotherapy: So, what can therapists do?

International perspectives on social justice: Introduction to the special issue

What do Support Professionals do in Schools? Construction and Validation of an Instrument for Assessing Whole-School Prevention and Promotion Strategies

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