Decolonizing Consultation: Advocacy as the Strategy, Diversity as the Context

Clare, Mary M.

doi:10.1080/10474410802494929

Cited by 9 publications

(5 citation statements)

References 12 publications

(8 reference statements)

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“…Within the consultation relationship, power inequities have been a subject of interest (Erchul, Grissom, & Getty, 2008). School-based consultation as an act of advocacy (Clare, 2009) and school consultants as agents of social justice (Shriberg & Fenning, 2009) are emerging dialogue areas (Speight & Vera, 2009). This continuum had four stages: blind (no attention given to how cultural factors or power might affect consultation), applied to others (attention given to how cultural factors and power of clients and consultees might affect consultation), applied to self (attention given to how cultural factors and power of consultant might affect consultation), and justice-seeking (attention given to how consultation might be use to promote social justice).…”

Section: This Studymentioning

confidence: 99%

Training professional psychologists in school-based consultation: What the syllabi suggest.

Hazel¹,

Laviolette²,

Lineman³

2010

Training and Education in Professional Psychology

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This article reports the findings from consultation syllabi from 25 American Psychological Associationapproved school psychology programs (40% response rate). Most responding programs offered 1 consultation course and many programs' syllabi stated expecting students to conduct 1 consultation case. The analysis showed most syllabi listed training in multiple models of consultation, with almost all mentioning the problem-solving model. Almost all syllabi listed training in treatment, but fewer than half suggested that students would learn about the use of consultation to promote prevention. Most programs' syllabi mentioned considering others' culture in consultation, whereas fewer than half mentioned considering the impact of the consultant's culture in consultation relationships and even fewer mentioned social justice. The discussion addresses the need for a better understanding of school-based consultation preservice training, consultation training in a diverse and inequitable world, and how practitioners' cognitive appraisals of consultation services could inform school-based consultation training. Considerations for consultation syllabi design are given.

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Section: This Studymentioning

confidence: 99%

Training professional psychologists in school-based consultation: What the syllabi suggest.

Hazel¹,

Laviolette²,

Lineman³

2010

Training and Education in Professional Psychology

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“…This method can produce more understanding than individual learning methods (only accept teaching (Güvenç, 2010) In addition, this cooperative method has been proven in previous studies that can improve significant achievements (ul Haq & Saad, 2015) in the fields of science (Mehta & Kulshrestha, 2014) and other relevant fields such as (the arts, humanities, and social sciences (Gull & Shehzad, 2015). Cooperative learning also increases positive attitudes towards learning (Clare, 2009), improves social relations (Johnson et al, 2014), in addition to high self-esteem and cohesiveness (Sahin, 2010). Cooperative learning can also be expressed in terms of learning strategies where students work together to achieve learning goals (Abrami * et al, 2004).…”

Section: Introductionmentioning

confidence: 92%

Cooperative learning implementation to improve an achievements of students on science competition

Jauhariyah¹,

Dardiri²,

Prasetiyo

et al. 2022

JASME

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The number of student achievements in competition is one indicator to see the quality of learning in a school. This study aims to see the extent to which the application of cooperative learning in improving students' ability to face physics olympiad and other competitions. The sample consisted of 12 students who were prepared to compete and were taken from 3 different grade levels namely 10th grade, 11th grade, and 12th grade in one of the State Madrasah Aliyah (MAN) in Bandar Lampung City. The 12 students were divided into 2: 6 students in the experimental class and 6 in the control class. The study used a type of Quasi Experiment with the design of One Group Pretest-Posttest Design. Learning is done by applying three types of cooperative learning, namely Student Team Achievement Division (STAD), Jigsaw II type, and Teams Games Tournament (TGT) type with a total of 24 meetings. The results of the learning process are obtained from the results of the pre-test given to all students. In the pre-test, it was divided into 2 types, namely: Pre-test grub and Individual Pre-Test. Pre-Test grub is a test that answers questions quickly, precisely, and carefully. In the Pre-test grub, it is done by dividing 12 students into 4 grub (3 students/grub). Pre-Test grub is a simulation of LCT (Lomba Cepat Tepat). Pre-Test grub is an application of cooperative learning method type (TGT) which aims to train speed in answering questions correctly. Individual Pre-Test is Pre-Test which is done by giving students a question sheet to answer. Both types of Pre -Test are given 120 minutes each. After doing the Pre-Test, students test results were evaluated to find out the deficiencies in understanding. Furthermore, the re-learning process is given again in the form of repetition and reinforcement of material that is poorly understood before the Post-Test (grub and individual) is carried out. The results showed that there were differences in understanding the theory and test scores based on differences based on class level, the number of participants in learning activities, and the number of students practicing answering questions. The results of this study were then correlated with their achievements from the results of physics competitions at various events. The results showed that cooperative learning methods with 3 types, namely: type (STAD), type Jigsaw II, and type (TGT) can improve achievement in physics competitions. The conclusions of these results, obtained from the results of the scores on the grub or LCT competitions conducted at different times and places, and also from the results of the comparison of physics olympiad scores (individual competition). The results of this study show that the cooperative learning model has a positive impact on student achievement.

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“…The dialogues were all action-oriented with a focus on collaboratively developing strategies to support undocumented immigrant communities, and then disseminating these advocacy recommendations. The communicative spaces fostered during these dialogues also incorporated a decolonial perspective (Clare, 2009), acknowledging that colonialism continues to influence beliefs and actions, and aiming to anchor dialogue on lived experience rather than on mainstream norms rooted in colonialism. Thus, the identified strategies in our immigration activism were critically considered as an effort to decolonize practices.…”

Section: Framework Informing the Model Of Collaborative Advocacy To P...mentioning

confidence: 99%

A model of collaborative immigration advocacy to prevent policy-based trauma and harm.

Cadenas¹,

Morrissey²,

Miodus³

et al. 2024

Psychological Trauma: Theory, Research, Practice, and Policy

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Objective: Research suggests that antiimmigrant policies enacted in the United States, magnified during the 2016-2020 period, propagate widespread trauma across communities of immigrants (von Werthern et al., 2018). While these policies harm all groups of immigrants, structural conditions (e.g., lack of documentation status, race, ethnicity, country of origin, and other social and legal determinants) shape how they are experienced. To address the widespread traumatic harm inflicted by racist and xenophobic policies, a group of leaders from eight Divisions of the American Psychological Association (APA) and the National Latinx Psychological Association (NLPA) launched an Interdivisional Immigration Project (IIP). Method: The IIP served to develop a model for collaborative advocacy, bringing together mental health providers (i.e., psychologists, social workers), allied professionals, and immigration activists from community organizations across the country. This model was developed over the course of 1 year, coinciding with the global coronavirus disease 2019 (COVID-19) pandemic and the amplified movement for racial justice. Results: This article describes the key components of the IIP collaborative advocacy model: (a) structuring leadership in a democratic and egalitarian manner, (b) centering and uplifting immigrant voices, (c) forming teams across five U.S. regions, (d) facilitating critical dialogues grounded in liberatory practices, (e) centering trauma and empowerment, and (f) developing advocacy strategies. The IIP collaborative advocacy model is informing advocacy to protect immigrants from harm. Discussion: This model may be used as the basis for ongoing humane immigration policy activism that centers the voices of community activists, and that pushes psychologists and allied professionals to use their positionality to support community-based efforts. Clinical Impact StatementThe current manuscript describes a model of collaborative immigration advocacy developed through the Interdivisional Immigration Project (IIP). The IIP is an initiative that involved leaders from several divisions of the American Psychological Association (APA), the National Latinx Psychological Association (NLPA), and leaders from immigrant activist community organizations across the country. The model may be used by providers of health and mental health services to collaborate with community activists. Collaborative advocacy that is community-based and aimed at supporting humane immigration policies may help prevent further trauma stemming from policies that target and harm immigrants.

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Decolonizing Consultation: Advocacy as the Strategy, Diversity as the Context

Cited by 9 publications

References 12 publications

Training professional psychologists in school-based consultation: What the syllabi suggest.

Training professional psychologists in school-based consultation: What the syllabi suggest.

Cooperative learning implementation to improve an achievements of students on science competition

A model of collaborative immigration advocacy to prevent policy-based trauma and harm.

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