scholarly journals Social Justice in Application: Counselor Training in a Legal Context

2012 ◽  
Vol 4 (2) ◽  
pp. 23-40 ◽  
Author(s):  
Krista M. Malott ◽  
Tacia Knoper
Keyword(s):  
Social Justice ◽  
Program Development ◽  
Counselor Training ◽  
Paradigm Shift ◽  
Counseling Students ◽  
Law School ◽  
Interdisciplinary Training ◽  
Legal Practice ◽  
Modern Language ◽  
Legal Context

A paradigm shift in counseling toward a social justice framework indicates the need for corresponding change in counselor education practices. In this article, the authors present a unique, interdisciplinary training program at one university, whereby counseling students aid clientele through social justice counseling in collaboration with students from the Law School and Modern Language Department. Program development and challenges unique to this collaborative venture are described. Three cases will illustrate the counselors’ role in the context of legal practice.

scholarly journals Clients, clinics and social justice

2018 ◽  
Vol 8 (3) ◽  
pp. 323-336 ◽  
Author(s):  
Robert Collinson ◽  
Alice Diver ◽  
Sharon McAvoy
Keyword(s):  
Human Rights ◽  
Social Justice ◽  
Case Law ◽  
Legal Practice ◽  
Law Schools ◽  
Legal Ethics ◽  
Global Compact ◽  
Un Global Compact ◽  
Content Type

PurposeThe purpose of this paper is to present a case study of an innovative, three-module pathway designed by the Department of Law and Criminology at Edge Hill University (England) in 2014. In addition to supporting the work of its campus pro-bono law clinic, the first-two modules aim to enhance and evidence the legal skills of EHU’s undergraduate LLB students, to embed a deeper awareness of the (legal) ethics needed for sustainable legal practice (within PRME), and to highlight the increasing need for socially responsible advocates, able to defend the rights of marginalised, vulnerable clients.Design/methodology/approachThe critical analysis of the content and scope of an innovative, work-based learning LLB module pathway, which furthers the aim of the UN Global Compact and the PRME, and ties them firmly to socio-legal issues and advocacy involving recent jurisprudence.FindingsThe case law used within the modules, and the practical work of the students in the campus law clinic, are relevant to social justice issues and to the promotion of PRME values—they promote awareness of human rights principles, highlight the importance of access to legal services and provide students with knowledge of legal ethics. Enhanced employability skills flow from this.Research limitations/implicationsThis is a narrow case study but still provides a useful analysis of an innovative, PRME relevant module pathway. The model mirrors international trends in clinical legal education and also offers a template for other law schools keen to promote the concept of ethical, just legal practice.Practical implicationsThe paper posits that enhanced employability can flow from real world tasks such as advocacy for marginalised or disadvantaged groups and presents an exemplar for other law schools wishing to embed ethics/clinical law practice into their curriculum.Social implicationsThe paper highlights how the campus law clinic serves the public in a deprived region—it raises awareness of human rights and of social justice issues. It has the potential to feed into litigation on social welfare issues (housing, social security, child welfare, etc.).Originality/valueThe discussion of the human rights case law that is used in the Year 2 “bridging module” (which prepares students for working in the law clinic in their final year) is particularly relevant and is analysed in detail, highlighting how this module pathway is aimed at promoting PRME and UN Global Compact principles.

scholarly journals Self-Care: An Ethical Imperative for Anti-Racist Counselor Training

2021 ◽  
Author(s):  
Michelle Mitchell ◽  
Erin Binkley
Keyword(s):  
Social Justice ◽  
Racial Identity ◽  
Identity Development ◽  
Counselor Training ◽  
Change Agents ◽  
Self Care ◽  
Racial Identity Development ◽  
Dominant Culture ◽  
Ethical Imperative ◽  
Development Models

Attention has been given to multicultural counseling, social justice and advocacy work over the last several decades; with this in mind, it is essential Counselors educators work as anti-racist change agents to understand the role of self-care in advocacy and be armed with self-care strategies based upon racial identity standing. Working through the lens of racial identity development models, educators will learn ways to support students of the dominant culture in engaging in self-care without initiating oppressive behaviors, and conversely will learn strategies to assist Black, Indigenous, Persons of Color (BIPOC) in enacting self-care without assisting in their own oppression. Thus, the purpose of this conceptual manuscript is to (a) provide a rationale for self-care as an ethical imperative, (b) introduce self-care strategies to employ while supporting anti-racist andragogy through intentional wellness, and (c) call students to build self-care routines focused on multiculturalism and social justice.

Navigating Toxic Masculinity in Clients as a Beginning Therapist

2020 ◽  
pp. 264-283
Author(s):  
Jeffrey K. Christensen ◽  
Justin D. Henderson ◽  
Cort M. Dorn-Medeiros ◽  
Ian Lertora
Keyword(s):  
Social Justice ◽  
Graduate Student ◽  
Cultural Theory ◽  
Counseling Students ◽  
Relational Cultural Theory ◽  
Counseling Competencies ◽  
Beginning Counselors ◽  
Male Clients

The purpose of this chapter is to provide counseling students with a framework that will allow them to broach gender with male clients and to navigate conversations that may elicit anxiety for beginning counselors. This will be done through the case example of Whitney, a graduate student who just started internship. Her client is Rick, a client in his 50s, who is coming to services because of receiving a DUI and needing to complete counseling for his diversion mandate. Whitney is younger than Rick and has the experience of having some discomforting exchanges with him, such as remarks on how “bright” she is and a passing comment her outfit. The strategies proposed in this case study are grounded in the Multicultural and Social Justice Counseling Competencies and in Relational Cultural Theory and will give students a framework for understanding clients who may respond like Rick.

Counseling Psychology's Commitment to Strengths: Rhetoric or Reality?

2006 ◽  
Vol 34 (2) ◽  
pp. 276-292 ◽  
Author(s):  
Lawrence H. Gerstein
Keyword(s):  
Social Justice ◽  
Positive Psychology ◽  
Program Development ◽  
Prevention Program ◽  
Cultural Factors ◽  
Strength Based ◽  
Human Functioning

A positive psychology framework is consistent with counseling psychology's historic claim of focusing on strengths and optimal human functioning. The major articles in this issue of The Counseling Psychologist introduced many innovative, provocative, pragmatic, and useful ideas, strategies, and models related to this framework. For the most part, these articles failed, however, to integrate cultural factors, developmental concepts and interventions, and other strategies (e.g., social justice, psycho-education, prevention, program development, consultation) in their discussion of paradigms grounded in positive psychology. The current author discusses this omission and critiques the positive psychology framework described in these articles. The author presents a few steps to overcome the obstacles hindering the genuine implementation of a strength-based, developmental paradigm of counseling as well.

scholarly journals “Teacher, ¿Puedo Hablar en Español?” A Reflection on Plurilingualism and Translanguaging Practices in EFL

2019 ◽  
Vol 21 (2) ◽  
pp. 155-170 ◽  
Author(s):  
Yecid Ortega
Keyword(s):  
Social Justice ◽  
Foreign Language ◽  
Paradigm Shift ◽  
English Learning ◽  
Teaching English ◽  
Making Meaning ◽  
Learning Tasks ◽  
Approach To Teaching ◽  
Learning Language ◽  
Linguistic Backgrounds

This article uses a classroom experience to exemplify ways in which students as social beings learn English as a foreign language in Colombia and how the teacher uses trans[cultura]linguación. This is a process of making meaning during English-learning tasks while comparing specific linguistic variations as students learn about both their own culture and other people’s cultures. Borrowing from plurilingualism and translanguaging, I describe how a teacher attempts to use a social-justice approach to teaching English by valuing her students’ linguistic and cultural repertoires. I conclude by outlining the implications this has for proposing a paradigm shift from monolithic frameworks of learning language(s) to more dynamic ones in which students’ cultural and linguistic backgrounds are deployed as a platform for addressing issues that are relevant to their communities.

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