Developing school psychologists as agents of social justice: A qualitative analysis of student understanding across three years

Moy, Gregory E.; Briggs, Alissa; Shriberg, David; Furrey, Katie Jackson; Smith, Portia; Tompkins, Nicole

doi:10.1016/j.jsp.2014.03.001

Cited by 45 publications

(29 citation statements)

References 20 publications

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“…In a three-year multi-cohort examination of school psychology graduate students' perspectives on social justice, Moy, Briggs, Shriberg, Jackson, Smith, and Tompkins (2014) highlighted the salience of 'Advocacy,' 'Awareness,' and 'Fairness/Equity' as themes that pervaded discussions of understanding and defining social justice. These themes were also found to be highly relevant to applying social justice principles to practice.…”

Section: School Psychology--specific Research On Social Justicementioning

confidence: 99%

The application of social justice principles to global school psychology practice

Shriberg

Clinton

2016

School Psychology International

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Inasmuch as school psychology practice is based on the goals of supporting the rights, access, and treatment of children as related to their education, social justice has the potential to be a moral framework for training, research, and practice in school psychology. Accordingly, this article seeks to achieve many objectives. First, a definition of social justice is provided. Second, a brief overview of school psychology research that overtly references social justice is offered. Third, essential precursors to action for individuals who seek to reflect social justice principles are highlighted. Fourth, key strategies for bringing social justice principles to practice are provided. Finally, this article closes with suggested next steps for further developing this framework globally.

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Section: School Psychology--specific Research On Social Justicementioning

confidence: 99%

The application of social justice principles to global school psychology practice

Shriberg

Clinton

2016

School Psychology International

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“…The authors contend that the processes and goals are dynamic and fluid, and can vary by context, including historical context (van Eeden‐Moorefield & Alvarez, ). Fairness and equity (goals) should also be ensured in terms of rights, responsibilities (Buettner‐Schmidt & Lobo, ), safety (Broido & Reason, ), and access to resources and opportunities (Beer et al., ; Cohen et al., ; Moy et al., ). All of these concepts are linked theoretically to processes involving positive development, health, and well‐being (Buettner‐Schmidt & Lobo, ) for individuals, families, and communities.…”

Section: Review Of Literaturementioning

confidence: 99%

“…In fact, experiential learning seems to be one of the most critical components of successful social justice education (Garcia‐Reid, Reid, & Forenza, ; Moy et al., ). In Moy et al.…”

Section: Review Of Literaturementioning

confidence: 99%

“…In Moy et al. 's () qualitative analysis of school psychology students, the findings suggest that application of knowledge through service learning is critical for developing an understanding of social justice. Those students defined social justice as incorporating advocacy, awareness, and fairness—all elements in the conceptualization that was previously described.…”

Section: Review Of Literaturementioning

confidence: 99%

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Understanding How Family Science Interns Conceptualize Social Justice

Garcia‐Reid

Eeden-Moorefield

Forenza

et al. 2016

Family & Consum Sci Res J

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This study examined the connection between social justice and internships in Human Development and Family Science. In particular, the study sought to provide additional clarity to current conceptualizations of social justice by adding the voices of undergraduate family science students. In‐depth qualitative interviews were conducted with 20 family science students who completed an internship that was part of a federally funded HIV/substance abuse prevention initiative. The initiative took place in an economically disadvantaged city in the northeast. Eleven themes emerged from the data and were organized according to the sensitizing concepts of (i) conceptions of social justice; (ii) exposure to social justice; (iii) synthesis of knowledge. Implications for education and training are discussed.

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“…Typically, JSP publishes quantitative research studies but high quality qualitative studies are encouraged if they are upheld to rigorous standards of qualitative research designs. Qualitative studies by Moy et al (2014) and McIntosh et al (2013) are two exemplary qualitative articles published in JSP.…”

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confidence: 99%

The state of the Journal of School Psychology: Promoting science

Demaray

2015

Journal of School Psychology

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Developing school psychologists as agents of social justice: A qualitative analysis of student understanding across three years

Cited by 45 publications

References 20 publications

The application of social justice principles to global school psychology practice

The application of social justice principles to global school psychology practice

Understanding How Family Science Interns Conceptualize Social Justice

The state of the Journal of School Psychology: Promoting science

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