Non-Traditional Teaching Methods That Promote Social Justice

Abstract

This brief article serves as an introduction to the special issue of The Counseling Psychologist devoted to non-traditional teaching methods that promote social justice. We introduce the historical importance of social justice in the field of counseling psychology and discuss current events that maintain the need for further work in this area. We introduce the need for a focus on pedagogy that promotes social justice. We briefly summarize the manuscripts in the two special issue volumes and discuss the broad categories into which they fall. Finally, we call for further scholarship and action related to innovative teaching that promotes social justice.

Becoming an Advocate: Processes and Outcomes of a Relationship-Centered Advocacy Training Model

“…In response, counseling and applied psychology programs across the country have built into their curricula training on micro-and macrolevel advocacy competencies, most of which build on multicultural and feminist values (e.g., Burnes & Singh, 2010;Goodman et al, 2014;Mallinckrodt et al;Midgett & Doumas, 2016;Motulsky, Gere, Saleem, & Trantham, 2014). Although a few studies have attempted to capture students' experiences of these training efforts, we have much to learn about the developmental process by which trainees become advocates and the longer-term outcomes of this process (Koch & Juntunen, 2014c). This qualitative descriptive study aimed to fill this gap.…”

“…Counseling psychologists have shown tremendous creativity in their efforts to bring social justice advocacy into graduate curricula (see the twopart special issue of The Counseling Psychologist, Koch & Juntunen [2014a, 2014b for an array of examples). As we will show, however, only a few of these endeavors have been evaluated.…”

“…As we will show, however, only a few of these endeavors have been evaluated. Instructors still know little about the developmental processes by which trainees become advocates or what role advocacy training plays in shaping social justice perspectives (Koch & Juntunen, 2014c). Even less is known about outcomes of the process for students one or two years beyond the training itself.…”

Advancing Social Justice Training through a Difficult Dialogue Initiative: Reflections From Facilitators and Participants

“…In recent years, counseling psychology has witnessed a proliferation of scholarship and professional activity advancing social justice and advocacy engagement among psychologists (Fouad et al, 2006; Koch & Juntunen, 2014; Toporek & Worthington, 2014). This burgeoning literature comes at a time when our society is plagued with rampant acts of racism, sexism, classism, xenophobia, transphobia, and misogyny (Toporek, 2018).…”

Breaking Institutional Habits: A Critical Paradigm for Social Change Agents in Psychology

“…awareness is not enough, and that the field is not adequately preparing psychologists to effectively intervene in systems and structures (Beer et al, 2012;Burnes & Singh, 2010;Koch & Juntunen, 2014;Mallinckrodt et al, 2014;Miller & Sendrowitz, 2011;Pieterse, Evans, Risner-Butner, Collins, & Mason, 2009;Toporek & Sloan, 2016).…”