In their comments regarding Goodman, Liang, Helms, Latta, Sparks, and Weintraub’s article “Training Counseling Psychologists as Social Justice Agents: Feminist and Multicultural Principles in Action,” Kiselica, Palmer, Thompson and Shermis, and Watts offered a number of useful suggestions for elaborating on social justice theory, practice, and training. Their reactions and feedback challenged Goodmanet al. to revisit and clarify their thinking about several related issues, including(a)the importance of student and faculty self-examination,(b)the need to ground our social justice theories and practice in organizing philosophies, (c) the difficulties of educating students about social justice work, and (e) the imperative to collaborate across professions. In this reply, the authors discuss each of these issues in turn, noting points of agreement and disagreement with their colleagues.
Get full access to this article
View all access options for this article.
References
1.
American Academy of Pediatrics. (1994). Integrated health services. American Academy of Pediatrics Task Force on Integrated School Services. Pediatrics, 94, 400-402.
2.
American Association for Counseling and Development, American School Counselor Association, National Association of School Psychologists, & National Association of Social Workers. (1990). Pupil services essential to education: A position statement. Available from the National Association of Social Workers, 750 First Street, NE, Suite 700, Washington, DC 20002-4241.
3.
American Bar Association. (1993). America’s children at risk: A national agenda for legal action. Chicago: Author.
4.
American Psychological Association. (1997). Final report of the American Psychological Association working group on the implications of changes in the health care delivery system for the education, training, and continuing professional education of psychologists: Discussion of knowledge and skills and selected readings. Washington, DC: Author.
5.
The Amplified Bible. (1987). Grand Rapids, MI: Zondervan.
6.
Brabeck, M. M., & Latta, R. E. (2003). Meeting at the hyphen. In M. M. Brabeck, M. E. Walsh, & R. E. Latta (Eds.) Meeting at they hyphen: Schools-universities-communities-professions in collaboration for student achievement and well-being. The 102nd yearbook of the National Society for the Study of Education, Part 2 (pp. 1-7). Chicago: University of Chicago Press.
7.
Brabeck, M. M., Walsh, M. E., Kenny, M., & Comilang, K. (1997). Interprofessional collaboration for children and families: Opportunities for counseling psychology in the 21st century. The Counseling Psychologist, 25(4), 615-636.
8.
Galbraith, J. K. (1996). The good society. New York: Houghton Mifflin.
9.
Goodman, L. A., Liang, B., Helms, J. E., Latta, R. E.Sparks, E., & Weintraub, S. R. (2004). Training counseling psychologists as social justice agents: Feminist and multicultural principles in action. The Counseling Psychologist, 32(6), 793-837.
10.
Holy Bible, New International Version. (2003). Grand Rapids, MI: Zondervan.
11.
Kiselica, M. S. (2004). When duty calls: The implications of social justice work for policy, education, and practice in the mental health professions. The Counseling Psychologist, 32(6), 838-854.
12.
McCroskey, J. (2003). Challenges and opportunities for higher education. In M.M. Brabeck, M. E. Walsh, & R. E. Latta (Eds.), Meeting at the hyphen: Schools-universities-communities-professions in collaboration for student achievement and well being (pp. 117-139). Chicago: University of Chicago Press.
13.
National Association of School Nurses. (1995). Integrated service delivery (Issue brief). Scarborough, ME: Author.
14.
Palmer, L. (2004). The call to social justice: A multidicipline Agenda. The Counseling Psychologist, 32(6), 879-885.
15.
Pirke Avot, Mishnah. Ethics of the Fathers 2:21. First Century.
16.
Prilleltensky, I. (1997). Values, assumptions, and practices: Assessing the moral implications of psychological discourse and action. American Psychologist, 52(5), 517-535.
17.
Rawls, J. (1971). A theory of justice (Rev. ed.). Cambridge, MA: The Belknap Press of Harvard University Press.
18.
Ridley, C. R. (1984). Clinical treatment of the nondisclosing Black client: A therapeutic paradox. American Psychologist, 39, 1234-1244.
19.
Sampson, R. J., Raudenbush, S. W., & Earls, F. (1997). Neighborhoods and crime: A multilevel study of collective efficacy. Science, 277.
20.
Terrell, F., & Terrell, S.L. (1984). Race of counseling, client sex, cultural mistrust level, and premature termination from counseling among Black clients. Journal of Counseling Psychology, 31, 371-375.
21.
Thompson, C. E., & Shermis, S. S. (2004). Tapping the talents within: A reaction to Goodman, Liang, Helms, Latta, Sparks, and Weintraub. The Counseling Psychologist, 32(6), 866-878.
22.
Wakefield, J. C. (1988). Psychotherapy, distributive justice, and social work: Part 1. Distributive justice as a conceptual framework for social work. Social Service Review, 62, 187-210.
23.
Walsh, M. E., & Park-Taylor, J. V. (2003). Comprehensive schooling and interprofessional collaboration: Theory, research, and practice. In M. M. Brabeck, M. E. Walsh, & R. E. Latta (Eds.), Meeting at the hyphen: Schools-universities-communities-professions in collaboration for student achievement and well-being. The 102nd yearbook of the National Society for the Study of Education, Part 2: Chicago, University of Chicago Press.
24.
Watts, R. J. (2004). Integrating social justice and psychology. The Counseling Psychologist, 32(6), 855-865.
