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Although a much older concept, it is only within the decade of 2010–2019 that this term “social justice” came into prominence in school psychology. This chapter provides a combination of research analysis and a push to personalize and apply the concept of social justice. The chapter begins by defining social justice and describing why this concept is so critical for school psychologists. As part of this overview of social justice, the authors share some of their own stories as examples of how professionals might draw upon their own value systems and experiences to develop as agents of social justice. Readers are also provided with reflection questions to personalize the concept. The bulk of the chapter focuses on what it might look like to “fight” for social justice in school psychology, highlighting concepts such as developing critical self-awareness (with coverage of implicit bias and cultural humility) and using one’s leadership skills to work in an inclusive, participatory manner. A personal action plan template is provided. The chapter closes with a call to action, framing social justice as a mechanism for maximizing both the professional impact and personal satisfaction of one’s work as a school psychologist.
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What is the future of the relationship between Organizational Behavior Management (OBM) and education? This article presents a discussion of some current issues in education as opportunities for the integration of OBM frameworks and practices. Opportunities are examined in the context of systems-level supports and leadership in education. We hypothesize that an integration of OBM principles and applications has the potential to help educators address multiple critical issues in the field of education, specifically: (a) educator needs at the individual-level, such as educator burnout, engagement, and performance; (b) implementation fidelity of system-wide initiatives and evidence-based interventions; and (c) educator needs at the leadership-level, particularly the training of educational leaders. Recommendations for how OBM researchers and practitioners can expand engagement with educational settings are explored. Given the impact of organizational leadership, we emphasize the future collaboration between OBM and educational leadership, specifically the inclusion of OBM principles and applications in pre-professional curricula and professional continuing education training.
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Despite its importance as a core counselling competency, less attention is given to career counselling than to other counselling specialties and it is often dismissed as a non-essential category in the counselling field. Because students’ perceptions of career counselling are affected by peer and faculty attitudes it is important to examine the training needs and experiences of graduate counselling students. Therefore, in the current study we utilised a phenomenological approach to examine students’ perceptions of a career counselling curriculum, and its impact on overall views of career counselling. Analysis of in-depth interviews yielded five major themes: View of Career Counselling, Course Delivery, Theory, Application of Knowledge, and Connection between Career Counselling and Personal Counselling. © 2019 Informa UK Limited, trading as Taylor & Francis Group.
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