To Cite: Lin, M., Kohler, M., Yang, K., Yen, K., Sust, S. (2020). Connect corner: Lessons on resilience from the animated film abominable. JAACAP Connect.

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To Cite: Bhattacharyya, S., Brinton Lykes, M., Carrasco, J. (2020). ‘Echo images’: An arts-based feedback tool for qualitative research interviews. Qualitative Methods in Psychology Section Bulletin.

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Abstract

This study aimed to investigate how socioeconomically privileged students at a private school in India understood social issues in their communities, and it explored whether their understanding of and discourse about working against social and economic oppression changed after they took a field trip to a nearby under-resourced village. The sample included 75 youth from high-income backgrounds in Bhubaneswar, India, most of whom reported never having spent time in a poverty-stricken village. Students responded in writing to reflection prompts before and after the field trip. Participants’ responses were thematically coded to capture their perspectives of social injustice and ideas of change. A codebook of participants’ reflections was then developed, consisting of thirty-five themes and seven overarching domains: (1) positionality; (2) discrimination; (3) structural issues; (4) village-level issues; (5) strategies for problem solving; (6) experiences of helping; and (7) reasons for or barriers to problem solving. Descriptive frequencies revealed the prevalence of themes before and after the field trip. Implications and limitations of the study and directions for future research on enhancing awareness of privilege and social oppression are discussed.

To Cite: Bhattacharyya, S., Kaur, J., Corpus, G., Lykes, M. B., & Heesacker, M. (2018). “There are many social evils and only we can cure it”: A thematic content analysis of privileged Indian youth’s perspective on social issues. Journal for Social Action in Counseling and Psychology, 10(1), 2-23. https://doi.org/10.33043/jsacp.10.1.2-23

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Abstract

Despite a continuing need for clinicians to engage in socially-­‐just practice that addresses systemic factors impacting the mental health of clients through advocacy, there are often limited formalized opportunities for doctoral counseling psychology students to be exposed to and to engage in community or public arena advocacy. Two counseling psychology faculty members initiated and supervised a Participatory Action Research (PAR) team comprised of six advanced counseling psychology doctoral students and three early career counseling psychologists with experience conducting community and public arena advocacy. The nine PAR team members explored the doctoral students’ experiences conducting advocacy during their doctoral training and the resulting qualitative data was analyzed using a content analysis methodology. The study results highlight the challenges inherent in facilitating and conducting these types of advocacy training activities, discuss essential supports provided by their doctoral programs, and offer recommendations to counseling psychology faculty interested in preparing their students to engage in this work.

Keywords: Advocacy, Social justice, Counseling psychology, Social justice education, Training

To Cite: Baranowski, K., Bhattacharyya, S., Becker-Herbst, R., Ameen, E. J., Cote-Gonzalez, L., Corrales, C., Gonzalez, D., Jones, S. S., Reynolds, J. D., Goodman, L. & Miville, M. L. (2017). Community and Public Arena Advocacy Training Challenges, Supports, and Recommendations in Counseling Psychology: A Participatory Qualitative Inquiry. Journal of Social Action in Counseling and Psychology, 8(2), 70-97. https://doi.org/10.33043/jsacp.8.2.70-97

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To Cite: Bhattacharyya, S., Woods, M., Lykes, M. B. (2017). Can educational policy redress historical discrimination? A university community’s experiences with India’s caste-based affirmative action policy. Community Psychology in Global Perspective.

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