Using child rights education to infuse a social justice framework into universal programming

Naser, Shereen C.; Verlenden, Jorge; Arora, Prerna; Nastasi, Bonnie K.; Braun, Lindsay M.; Smith, Rokeishia

doi:10.1177/0143034319894363

Cited by 7 publications

(2 citation statements)

References 43 publications

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“…A significant body of research literature has documented the social justice practices of school and counseling psychologists, and much of this is situated within the UK and US to date (e.g., Biddanda et al, 2019; Jenkins et al, 2018; Winter & Hanley, 2015). However, most of the findings from this work highlight social justice practice focused on the micro- and meso-levels (e.g., Fisher, 2020; Naser et al, 2020). Public policy advocacy, defined as “the attempt to influence practice, policy and legislation through education, lobbying and communication with legislators and elected officials,” is one way that psychologists engage in macro-level social justice action (Heinowitz et al, 2012, p. 373).…”

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confidence: 88%

Social justice and public policy: Learning from school and counseling psychologists

Winter,

Wood,

Shriberg

2023

School Psychology International

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For applied psychologists, the goal is to promote positive outcomes among the individuals and groups they serve. Psychological practice takes place within a real-world context, including societal conditions that both harm and support children. Within school and counseling psychology, growing recognition of the impact of society on children has led to efforts to identify social justice as a key framework and set of strategies. Despite the obvious impact of public policy on the lives of children, there is very limited research on pathways and experiences of counseling and school psychologists who are involved in public policy efforts in their capacity as psychologists. This study addresses this gap, interviewing eighteen individuals across the United Kingdom and United States. Key findings include the importance of cultural responsiveness, professional development opportunities, and building and sustaining relationships. Several implications for future research and practice are provided, highlighting the need for multidisciplinary collaboration among those engaged in public policy and social justice efforts.

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confidence: 88%

Social justice and public policy: Learning from school and counseling psychologists

Winter,

Wood,

Shriberg

2023

School Psychology International

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“…Child rights education provides a platform for children to learn about the importance of rights in their and their peers' lives (Jones et al, 2019;Naser et al, 2020;Ruiz-Casares et al, 2017). However, there is a gap in the literature: there is little research that specifically investigates the roles of child rights education in the expansion of children's participatory opportunities and empowerment.…”

Section: Scope and Area Of Study: Examining Childhoods And The Call F...mentioning

confidence: 99%

Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada

Jones,

Manion

2023

ESJ

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Globally, we have much to learn about fulfilling international child education rights, particularly in times of crisis, as evidenced during the global COVID-19 pandemic. Although the right of children to know their rights is enshrined in the United Nations Convention on the Rights of the Child, and other documents, such as the African Charter on Rights and Welfare of the Child, child rights are rarely introduced to children as part of their formal learning experience in school, because children are deemed unable to understand the concepts of rights (and responsibilities) (Alderson, 2008; Jerome, 2018). This lack of child-rights education means children are denied opportunities for empowerment: e.g., awareness and knowledge needed for self-advocacy, advocacy for other children with respect to the ability to claim and exercise their rights (Covell et al., 2017; Wabwile, 2016). Drawing on a case study conducted in Uganda and Canada, this paper discusses how participatory, empowering, multimodal, and contextually-responsive/sensitive approaches to child rights education enables children to engage meaningfully in learning about their rights.

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My Professional Journey: A Privilege and A Responsibility

Nastasi

2020

Women Leaders in School Psychology

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Using child rights education to infuse a social justice framework into universal programming

Cited by 7 publications

References 43 publications

Social justice and public policy: Learning from school and counseling psychologists

Social justice and public policy: Learning from school and counseling psychologists

Participatory, Multimodal Approaches to Child Rights Education in Global Contexts: Reflections on a Study with Schoolchildren in Uganda and Canada

My Professional Journey: A Privilege and A Responsibility

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