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"When You Know Better, You Should Do Better" : = Micropolitics and School Psychologists' Application of Social Justice Practices.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	"When You Know Better, You Should Do Better" :/
其他題名:	Micropolitics and School Psychologists' Application of Social Justice Practices.
作者:	Puff, Alaina Michelle.
面頁冊數:	1 online resource (166 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-04, Section: A.
Contained By:	Dissertations Abstracts International84-04A.
標題:	Social studies education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29320305click for full text (PQDT)
ISBN:	9798351430300

"When You Know Better, You Should Do Better" : = Micropolitics and School Psychologists' Application of Social Justice Practices.
Puff, Alaina Michelle.

"When You Know Better, You Should Do Better" :Micropolitics and School Psychologists' Application of Social Justice Practices. - 1 online resource (166 pages)

Source: Dissertations Abstracts International, Volume: 84-04, Section: A.

Thesis (Ph.D.)--The University of Arizona, 2022.

Includes bibliographical references

The present study examined the professional experiences of school psychologists who self-identify as having a social justice orientation in their practice, using semi-structured, one-on-one interviews. Themes related to varying levels of service delivery (individual and systemic), occupational barriers, such as lack of time, resources, and support, systemic oppression, and personal identity factors, were identified. In response to such barriers, specific strategies were offered, such as establishing a system of support and collaboration, ongoing education and reflection, persistence and passion, and communicating with an objective lens. Conclusions drawn from this study demonstrate how larger sociopolitical barriers influence school psychologists' ability to challenge the existing majority narrative perpetuated in public schools. Important insights and recommendations about how to better equip school psychologists to advance social justice within the context of schools to create better and more equitable educational experiences for minoritized youth are presented.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798351430300Subjects--Topical Terms:

3422293
Social studies education.
Subjects--Index Terms:

MicropoliticsIndex Terms--Genre/Form:

542853
Electronic books.

"When You Know Better, You Should Do Better" : = Micropolitics and School Psychologists' Application of Social Justice Practices.
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520 $a The present study examined the professional experiences of school psychologists who self-identify as having a social justice orientation in their practice, using semi-structured, one-on-one interviews. Themes related to varying levels of service delivery (individual and systemic), occupational barriers, such as lack of time, resources, and support, systemic oppression, and personal identity factors, were identified. In response to such barriers, specific strategies were offered, such as establishing a system of support and collaboration, ongoing education and reflection, persistence and passion, and communicating with an objective lens. Conclusions drawn from this study demonstrate how larger sociopolitical barriers influence school psychologists' ability to challenge the existing majority narrative perpetuated in public schools. Important insights and recommendations about how to better equip school psychologists to advance social justice within the context of schools to create better and more equitable educational experiences for minoritized youth are presented.
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