One of the primary functions of the K–12 education system is to prepare children to be ready for college or a career. Central to college and career readiness is students’ proficiency in three key academic skill areas: reading, writing, and mathematics. Given the importance of academic skills, a core skill for school psychologists is the ability to collect and use assessment data that inform an intervention targeting students’ academic skills. This chapter introduces readers to the importance of evaluating the environment in which a student is receiving instruction, assessment instruments used within schools for identifying and monitoring the progress of students with academic intervention needs, and the three tiers of multi-tiered system of support (MTSS). This chapter reviews the essential components of academic assessment and intervention as well as couches them within a MTSS. It describes the relevance of social justice in implementing academic MTSS.
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This chapter informs readers of major concepts in Adlerian theory, with an emphasis on the contemporary relevance of Adlerian approaches for rehabilitation counselors and related professionals. It highlights the importance of a holistic understanding of individuals, as well as the significance of one’s social context. The chapter helps the reader to develop an understanding of key concepts, including holistic understanding of individuals, the significance of social context in Adlerian approaches, and the importance of goal-directed behavior and ‘lifestyle’. It also helps the reader to understand the counseling process in Adlerian approaches and the role of the counselor in providing encouragement while facilitating change, consider the level of evidence-based support for Adlerian approaches and appreciate the relevance of Adlerian theory in rehabilitation counseling, including the significance of the environment, the need to address problems in the environment, and implications for social justice.
The clinical implications of social group oppression are twofold: (a) recognizing and treating the psychological impact of oppression on marginalized groups and (b) recognizing and addressing the barriers to care that are in place for oppressed peoples. This chapter provides an overview of both of these clinical implications for oppressed peoples. It begins with a description of traditional theoretical frameworks that the field of psychology utilizes to help people with their psychological well-being and mental health, followed by a discussion of how such frameworks may be limited in their ability to incorporate oppression as a major psychological well-being and mental health issue for marginalized social groups. The chapter then goes on to provide a discussion of social justice frameworks for addressing oppression and how such frameworks may be integrated with clinical psychology practice to help us better serve clients who are members of marginalized groups.Source:
- Go to chapter: Advancing Human Rights: An Agenda for Social, Racial, Economic, Environmental, and Educational Justice
Advancing Human Rights: An Agenda for Social, Racial, Economic, Environmental, and Educational Justice
In Chapter 5, the authors review important concepts related to human rights and social and economic justice for school social work practice. This chapter defines human rights based on the principles outlined by the United Nations and reviews key concepts for enacting social justice as fundamental to human rights. The authors examine various forms of justice (e.g., social, economic, environmental, and educational justice) that impact students, their families, and their educational experiences. The authors pay particular attention to the plight of immigrant children or immigrant students. Further explored in this chapter is the role of discrimination in school settings that lead to disproportional representation of marginalized students. Reviews of critical race theory, Latin critical theory, and anti-oppressive social work practice are also highlighted in response to educational and social injustice.
This chapter focuses on Competency 3: Advance human rights and social, economic, and environmental justice within one’s field placement and beyond. It begins with a brief overview of the conceptual theories and frameworks for social justice. This is followed by an exploration of the types and sources of power, social locations, social constructions, social processes, social identities, conflicts, and the ways these concepts interact in relation to the field experience. The chapter then reviews visions and strategies for change. It explains Increased self-awareness; justice-informed engagement, assessment, and intervention; and justice-informed policy and systems advocacy. The chapter focuses on different concepts related to injustices at multiple levels. It describes how social justice calls for the fair and unbiased treatment of all individuals, eradication of discriminatory practices and institutionalized oppression, and establishment of equality for members of historically marginalized and oppressed groups.
Social justice is the foundation for a democratic society and means that all people should have an equal chance to achieve economic, personal, and public success. Social change means that nonprofit organizations do not accept the status quo in the health, education, poverty, and other areas of public concern where they work. The problem in today’s financially uncertain world is that nonprofits have moved away from doing social change advocacy and concentrate more on their own staff, fundraising, and other management issues. This chapter traces the development and evaluation of a training program for present and future nonprofit leaders that combine management and social change skills and knowledge, which allow a nonprofit executive to take on social change challenges. The training considers social change as a part of the daily workload of a nonprofit and so it is integrated into each management course in the curriculum.
Social justice requires fairness in how governments distribute resources, provide services and opportunities, and protect rights. This chapter considers fairness with respect to older people from two perspectives: (a) fairness vis-à-vis other segments of the population, or “intergenerational equity”; and (b) fairness among older adults. It proposes to rectify intergenerational inequities by adopting an “across the life span” approach to allocating resources for health, social, legal, and protective services. It further urges policy makers and program developers to design policies and programs to reflect America's demographic profile, trends, and the special needs of different age groups. In addition to ensuring greater fairness, the approach combats the counterproductive “generations at war” narrative. The chapter further calls for programs for older people to acknowledge challenges and barriers faced by older people of color; women; lesbian, gay, bisexual, transgender (LGBT); immigrants; and other socially and economically disadvantaged groups.
The chapter will serve as an overview of the
ASCANational Model and provide a clear connection with the translation from an aspirational ideal of school counseling to the reality of school counseling practice. The four main components of the National Model will be presented, including define, manage, deliver, and assess. This chapter will address and provide examples as to how these components are often offered in current models of PK–12 education—both in brick-and-mortar schools and online academies.
At every stage of the job search, the successful candidate will need to ensure positioning as a strong fit for the right opportunity. First, job seekers who have clear insight on what they have to offer will gather information to identify target organizations that are good prospects for a fit with their career goals. Having identified a list of their target organizations, the next step is to gather as much intelligence on them as possible to help these individuals customize their resumes and cover letters for specific opportunities. Most nonprofit organizations are dedicated to a mission of advancing social justice or making the world better in some way. In filling leadership level positions, they look for the candidate who will embrace the mission and has leadership skills that will spark the organization to generate an even greater impact.
This chapter promotes understanding of the intersection of social work case level practice skills and social welfare programs and policy. It describes the social work advocacy process, and explores how social and political values impact accessibility to social welfare programs. It assists social workers in developing competence in policy practice and in case and policy advocacy. The chapter also helps social workers recognize when social welfare and economic policies are not fairly distributed, and to become skilled in taking action at the micro-, mezzo, and/or macro level. It discusses the interaction of direct practice with case advocacy to underscore the critical need to understand and interpret policy to achieve social justice. The chapter further highlights the importance of social workers engaging in case and policy advocacy to achieve a socially just outcome for any individual or group, especially those impacted by involvement in the criminal justice system.