User:Vg2019/School psychology

This group consists of Raveen, Jaspreet, and Cheyenne.

Final Wikipedia Project: We posted the paragraphs and references below on the school psychology Wikipedia page.

The three major elements that comprise social justice include equity, fairness, and respect (NASP, 2014). The concept of social justice includes all individuals having equal access to opportunities and resources. A major component behind social justice is the idea of being culturally aware and sensitive. American Psychological Association (APA) and the National Association of School Psychologists (NASP) both have ethical principles and codes of conduct that present aspirational elements of social justice that school psychologists may abide by. Although ethical principles exist, there is federal legislation that acts accordingly to social justice. For example, the Elementary and Secondary Education Act of 1965 (ESEA) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) address issues such as poverty and disability to promote the concept of social justice in schools (Shriberg & Moy, 2014).

Schools are becoming increasingly diverse with growing awareness of these differences. Cultural diversity factors that can be addressed through social justice practice include race/ethnicity, gender, socioeconomic status (SES), religion, and sexual orientation. With the various elements that can impact a student’s education and become a source of discrimination, there is a greater call for the practice of social justice in schools. School psychologists that consider the framework of social justice know that injustices that low SES students face can sometimes be different when compared to high SES students.

A major aspect of social justice involves advocating and speaking up for individuals as needed. Advocacy can be done at district, regional, state, or national level (Power, 2008). In order to promote the best interests, not only do school psychologists advocate for the students, but for their parents and caregivers as well (NASP, 2019). Collaboration is a key component of school psychology and social justice. However, there are times when the team (administration, teachers, counselors, and school psychologists) may not see eye to eye for what type of changes should be made regarding a student’s academic journey. Still, the school psychologist’s job entails advocating for what lies in the best interest of the student (Shriberg & Moy, 2014). Another way in which school psychologists can help advocate for students is by creating primary prevention programs. These prevention programs can be created for sexual minority students, homeless students, cyberbullying victims, and minority populations (Mule et al., 2009).

In order to incorporate topics regarding social justice within a school, one could utilize lesson plans for students and staff. For instance, when working with students, the teachers need to ensure the content is connected to other meaningful topics covered in the class/school. Information should also be connected to current events in the community and country. For staff, it is important to look at one’s own culture while seeing the value in diversity. It is also vital to learn how to adapt to diversity and integrate a comprehensive way to understand cultural knowledge. Staff members should keep the terms race, privilege, implicit bias, micro aggression, and cultural relevance in mind when thinking about social justice. School psychologists and staff members can help facilitate awareness through courageous conversations.

References

Mulé, C., Lippus, K., Santora, K., Cicala, G., Smith, B., Cataldo, J., & Li, C. (2009, June). Advancing social justice through primary prevention. Communique. Retrieved from https://www.nasponline.org/publications/periodicals/communique/issues/volume-37-issue-8/advancing-social-justice-through-primary-prevention

National Association of School Psychologists. (2019). Social justice. Retrieved from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice

National Association of School Psychologists. (2019). Social justice lesson plans. Retrieved from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice/social-justice-lesson-plans

Power, T. J. National Association of School Psychologists. (2008). Editorial note: Promoting social justice [PDF file]. Retrieved from https://www.nasponline.org/publications/periodicals/spr/volume-37/volume-37-issue-4/editorial-note-promoting-social-justice

Shriberg, D. (2014, September). Research-based practice: A new series on social justice perspectives. Communique. Retrieved from https://www.nasponline.org/publications/periodicals/communique/issues/volume-43-issue-1/a-new-series-on-social-justice-perspectives

Shriberg, D., & Moy, G. (2014). Best practices in school psychologists acting as agents of social justice. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Foundations (pp. 21-32). Bethesda, MD: National Association of School Psychologists.

New Editing Plan

The updates that we made will be in the sandbox. We are almost done and only need to make minor edits for our final Wikipedia project. We also need to upload our information to the actual School Psychology Wikipedia page. This will be completed before Dec 7th. Currently, we went back and tried to make our content more neutral as was suggested. For instance, instead of making claims that an individual should engage in social justice, it is stated more so as a recommendation/suggestion. We also added more references and additional information to our content as well. We will be creating a new category under the services section under the “intervention” category and will insert our social justice information there. Everyone in our group has contributed to the Wikipedia project equally. Each individual helped find information and resources for the topic, along with creating the editing plans. We all worked on the project together and at the same time, so equal work was contributed.

The concept of social justice includes all individuals having equal access to opportunities and resources. It also entails treating one with respect and integrity. A major component behind social justice is the idea of being culturally aware and sensitive. American Psychological Association (APA) and the National Association of School Psychologists (NASP) both have ethical principles and codes of conduct that present aspirational elements of social justice that school psychologists may abide by. Although ethical principles exist, there is federal legislation that acts accordingly to social justice. For example, the Elementary and Secondary Education Act of 1965 (ESEA) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) address issues such as poverty and disability to promote the concept of social justice in schools (Shriberg & Moy, 2014).

Schools are becoming increasingly diverse with growing awareness of these differences. Cultural diversity factors that can be addressed through social justice practice include race/ethnicity, gender, socioeconomic status (SES), religion, and sexual orientation. With the various elements that can impact a student’s education and become a source of discrimination, there is a greater call for the practice of social justice in schools. School psychologists that consider the framework of social justice know that injustices that low SES students face can sometimes be different when compared to high SES students.

A major aspect of social justice involves advocating and speaking up for individuals as needed. In order to promote the best interests, not only do school psychologists advocate for the students, but for their parents and caregivers as well (NASP, 2019). Collaboration is a key component of school psychology and social justice. However, there are times when the team (administration, teachers, counselors, and school psychologists) may not see eye to eye for what type of changes should be made regarding a student’s academic journey. Still, the school psychologist’s job entails advocating for what lies in the best interest of the student (Shriberg & Moy, 2014).

In order to incorporate topics regarding social justice within a school, one could utilize lesson plans for students and staff. For instance, when working with students, the teachers need to ensure the content is connected to other meaningful topics covered in the class/school. Information should also be connected to current events in the community and country. For staff, it is important to look at one’s own culture while seeing the value in diversity. It is also vital to learn how to adapt to diversity and integrate a comprehensive way to understand cultural knowledge. Staff members should keep the terms race, privilege, implicit bias, micro aggression, and cultural relevance in mind when thinking about social justice. School psychologists and staff members can help facilitate awareness through courageous conversations (NASP, 2019).

Editing Plan

Since social justice is a relatively new aspect in the field of school psychology, we would like to present more information on this subject matter. Currently, there is minimal information regarding social justice on the school psychology Wikipedia page. It mentions the concept but does not elaborate what that would it look like in a school environment. We would like to explain what the definition and elements of social justice are in the field of school psychology. Some of the elements that we would like to explain in relation to social justice include: multiculturalism, collaboration, and advocacy. Additionally, we would like to discuss the ethics and laws that surround social justice.

The concept of social justice includes all individuals having equal access to opportunities and resources. It also entails treating one with respect and integrity. A major component behind social justice is the idea of being culturally aware/sensitive. American Psychological Association (APA) and the National Association of School Psychologist (NASP) both have ethical principles and codes of conduct that present aspirational elements of social justice that school psychologists should abide by. Although ethical principles exist, there is federal legislation that acts accordingly to social justice. For example, the Elementary and Secondary Education Act of 1965 (ESEA) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) address issues such as poverty and disability to promote the concept of social justice in schools (Shriberg & Moy, 2014).

Schools are becoming increasingly diverse with growing awareness of these differences. Cultural diversity factors that can be addressed through social justice practice include race/ethnicity, gender, socioeconomic status (SES), religion, and sexual orientation. With the various elements that can impact a student’s education and become a source of discrimination, there is a greater call for the practice of social justice in schools. School psychologists that consider the framework of social justice know that injustices that low SES students face can sometimes be different when compared to high SES students.

A major aspect of social justice involves advocating and speaking up for individuals as needed. In order to promote the best interests, not only do school psychologists advocate for the students, but for their parents and caregivers as well (NASP, 2019). Collaboration is a key component of school psychology and social justice. However, there are times when the team (administration, teachers, counselors, and school psychologists) may not see eye to eye for what type of changes should be made regarding a student’s academic journey. Still, the school psychologist must stand up and advocate for what lies in the best interest of the student (Shriberg & Moy, 2014).

References

Shriberg, D., & Moy, G. (2014). Best practices in school psychologists acting as agents of social justice. In P. L. Harrison & A. Thomas (Eds.), Best practices in school psychology: Foundations (pp. 21-32). Bethesda, MD: National Association of School Psychologists.

National Association of School Psychologists, (2019). Social justice. Retrieved from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice

National Association of School Psychologists. (2019). Social justice lesson plans. Retrieved from https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity/social-justice/social-justice-lesson-plans

Price Comments
This looks great. I think this is a topic where you have to be careful to stay neutral. You can say that the field is emphasizing social justice (if you back that up) but not that the field should emphasize social justice. Also, I think Jaspreet and Cheyenne still need links to this page from theirs. Paul C Price (talk) 18:38, 28 October 2019 (UTC)