classes with some kind of exposure component, while also adding the topic of “diversity” into clinical skill

Overview

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Key numbers

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• this investigation was to (1) inspire other programs to engage in the important work of moving the exploration
• of social justice from one mandatory class to a concept that permeates all training aspects, and (2) cultivate
• ©2022 Bergkamp. Journal for Social Action in Counseling & Psychology, 14(1), 37-52.
• eras of diversity, multiculturalism, and cultural competency (Sue et al., 1992). During the diversity era, we began
• equitable and all members are physically and psychologically safe and secure” (Bell, 2007, p. 1-2). Social justice
• identity, continue to endure and become ever more relevant (Bergkamp, Olson, & Martin, 2019).
• understanding of the larger societal systems that permeate the lives of our clients. Gorski and Goodwin (2015)
• arrangements” (p. 3). Thus, social justice also requires us to be knowledgeable of issues of power, privilege,
• move into the realms of community, legal, and social policy (Goodman et al., 2004). There are some precedent
• For example, the APA (2017) recently published an update to the Multicultural Guidelines in which they
• mental and behavioral health services” (Guideline 5, p. 4). The ACA’s Multicultural and Social Justice Counseling
• privilege, and oppression (ACA, 2016). Our training programs are thus called to move beyond interpersonal
• historical colonization of not just our country but of the field of psychology itself (Suzuki, 2019).
• Western psychology (Adams et al, 2017; Adams et al, 2018, Adams & Salter, 2019; Blanche, 2020; Bhatia, 2020;
• Pillay, 2017). This country was founded in a colonial lineage that still defines our hegemonic views of human
• behavior, relationships, morals, values, health, pathology and normality (APA, 2021). In line, psychology has
• one of liberating our field from the colonial gaze (Fanon, 1952). The decolonial turn calls us to interrogate
• of oppression from historical and institutionalized oppression (Goodman et al, 2004). The decolonial turn
• training of new clinical supervisors (Burnes & Christensen, 2020). Most examples of social justice application
• DeLorenzi, 2019; Dollarhide et al. 2016; Motulsky et al., 2014). Yet, there is still little addressing doctoral level,
• Specific Knowledge domains and Profession-Wide Competencies were both addressed (APA, 2017). The case
• approximately 2 years (Creswell & Poth, 2017). The case study structure allowed for clarity of individual
• of administrative change (Yin, 2018). Descriptive case studies are utilized when the phenomena has not been
• extensively studied and the process used is innovative and new in some aspect (Anderson et al., 2005). Further,
• clinical psychology in a program accredited by the American Psychological Association. Founded more than 15
• Disorders (DSM-5) while at the same time learning about cultural psychology that might posit that the DSM-
• 5 is but another psychological and ontological centric system that should not be generalized across cultures.
• positionality, the following is a brief overview of the author’s rank and status (Nieto et al., 2010). Using the
• ADDRESSING model (Hays, 2016) as a guide, I hold socially-conferred privilege in the domains of age,
• communication, 2018) to guide the revisions:
• 1. Encourage students to actively question assumptions of “truth” and Beliefs.
• 2. Choose topics of Focus highlighting social justice related themes.
• 3. Choose Assignments that foster critical thinking around power, privilege, and active student reflection.
• 4. Choose methods of Information sharing aimed at minimizing power differentials in the classroom.
• 5. Choose Readings highlighting social justice issues including amplifying the voices of the oppressed.
• (2005) to analyze specific course content and process. The most common starting point was to add readings
• sanctioned torture and the resulting Hoffman report that emerged from its inquiry (Hoffman, 2015).
• specific knowledge areas and profession-wide competencies (APA, 2017). One of the standard competencies
• 2017). While laudable and important, the competency appears restrained to the interpersonal relationship and
• towards allyship and activism (Melton, 2018).
• bias is heightened due to limitations of memory and perception. At the time of report writing, Stake (2005)
• development (Bergkamp, Olson, & Martin, 2019).

Methods (brief)

• move into the realms of community, legal, and social policy (Goodman et al., 2004). There are some precedent
• of oppression from historical and institutionalized oppression (Goodman et al, 2004). The decolonial turn
• roadmaps toward integration and many programs are in a quandary in which they continue to have an older
• Specifically, this case study provides a roadmap to move academic programs from the add-on strategy
• provided an understanding of both privilege and oppression, the flip sides of the same coin (Goodman, 2015).
• justice motivation that included an energy to do something but with no clear roadmap to follow. Thus, there
• Goodman, D. J. (2015). Oppression and privilege: Two sides of the same coin. Journal of Intercultural
• Goodman, L. A., Liang, B., Helms, J. E., Latta, R. E., Sparks, E., & Weintraub, S. R. (2004). Training counseling
• Gorski, P. C., & Goodman, R. D. (2015). Decolonizing multicultural counseling through social justice. Springer-

Implications

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Verification notes

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• Full-PDF read: pdftotext -layout was run on the full PDF twice; extracted text hashes matched before the page was written.
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Update history

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