Integrating social justice training into the practicum experience for psychology trainees: Starting earlier.

Abstract

Calls from the psychological literature have highlighted a need for the integration of social justice training in both didactic and fieldwork practicum experiences in professional psychology. This article presents concrete strategies for practicum instructors and applied fieldwork training site staff to integrate social justice work into practicum experiences. The authors review current scholarship on social justice training, identify foundational principles of social justice and recommendations for teaching social justice in applied training facilities, and apply these principles and recommendations to practicum experiences. Learning activities and evaluation methods are identified and presented, and recommendations for integration of these methods for teaching psychology trainees are underscored.

Factors Related to Play Therapists' Social Justice Advocacy Attitudes

“…The link between social oppression and the mental health of marginalized minority children and families has been discussed extensively (Chang, Crethar, & Ratts, 2010; D'Anna, Ponce, & Siegel, 2010; Ratts, 2009; Smith, Chambers, & Bratini, 2009). With the Association of Multicultural Counseling and Development contributing to the development of the Multicultural Counseling Competencies (Arredondo et al, 1996), scholars in various mental health fields are advocating for counselors and other helping professionals to explore issues that can help them operate within a social justice paradigm (Burnes & Singh, 2010; Chang et al, 2010; Funge, 2011). This paradigm refers to counselors' ability to become aware of the impact that social inequities and discrimination have on clients' socioemotional well‐being (Kiselica & Robinson, 2001).…”

Volume 6 Issue 1 Journal of Counselor Preparation and Supervision

“…All instructors should find ways to implement competency training for working with this population in their courses through case studies, article reviews, training films, documentaries, and selfexamination learning activities (Burnes & Singh, 2010).…”

A Qualitative Study of Feminist Multicultural Trainees’ Social Justice Development

“…Such training is consistent with professional competencies, including the American Counseling Association's advocacy (Lewis, Arnold, House, & Toporek, ) and social justice competencies (Constantine, Hage, Kindaichi, & Bryant, ). Nonetheless, scholars have noted the multitude of barriers in institutionalizing social justice training, including a lack of recognition for faculty promotion, restrictions in course work, a lack of faculty time, and a lack of funding (Burnes & Singh, ; Kiselica, ). In addition to structural concerns, programs need an underlying philosophy and expertise to foster social justice training (Palmer, ; Toporek & Vaughn, ).…”