Integrating social justice training into the practicum experience for psychology trainees: Starting earlier.

Calls from the psychological literature have highlighted a need for the integration of social justice training in both didactic and fieldwork practicum experiences in professional psychology. This article presents concrete strategies for practicum instructors and applied fieldwork training site staff to integrate social justice work into practicum experiences. The authors review current scholarship on social justice training, identify foundational principles of social justice and recommendations for teaching social justice in applied training facilities, and apply these principles and recommendations to practicum experiences. Learning activities and evaluation methods are identified and presented, and recommendations for integration of these methods for teaching psychology trainees are underscored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in practicum training: Competencies and developmental implications.

This article addresses the challenge in the predoctoral education of professional psychologists of providing practicum training experiences with a strong social justice focus while also ensuring that students are acquiring the full range of foundational competencies expected of practicing psychologists. The theory-based distinction between interactional, procedural, and distributive justice will be discussed as a framework for considering a developmental progression in practicum training, moving from individually focused skills to more advanced competencies emphasizing social/institutional change. The article concludes with aspirational recommendations for any academic program seriously committed to the pursuit of social justice as part of its training mission. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On the Subjective Quality of Social Justice: The Role of Affect as Information in the Psychology of Justice Judgments.

This article argues that it is not uncommon for people forming justice judgments to lack information that is most relevant in the particular situation. In information-uncertain conditions, people may therefore construct justice judgments by relying on how they feel about the events they have encountered, and justice judgments may hence be strongly influenced by affect information. Findings show that in information-uncertain conditions, the affective states that people had been in prior and unrelated to the justice event indeed strongly influenced their justice judgments. These findings thus reveal that in situations of information uncertainty, people's judgments of justice can be very subjective, susceptible to affective states that have no logical relationship with the justice judgments they are constructing. Implications for the social psychology of justice and the literature on social cognition and affect are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Power, approach, and inhibition.

This article examines how power influences behavior. Elevated power is associated with increased rewards and freedom and thereby activates approach-related tendencies. Reduced power is associated with increased threat, punishment, and social constraint and thereby activates inhibition-related tendencies. The authors derive predictions from recent theorizing about approach and inhibition and review relevant evidence. Specifically, power is associated with (a) positive affect, (b) attention to rewards, (c) automatic information processing, and (d) disinhibited behavior. In contrast, reduced power is associated with (a) negative affect; (b) attention to threat, punishment, others' interests, and those features of the self that are relevant to others' goals; (c) controlled information processing; and (d) inhibited social behavior. The potential moderators and consequences of these power-related behavioral patterns are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Continuing to depolarize the debate on sexual orientation and religion: Identity and the therapeutic process.

Potential identity conflicts arising at the intersection of sexual and religious orientations are examined. Using case examples, a therapeutic process that explores clients' intersecting identities, belief structures, and life experiences is described. This therapeutic approach is aimed at giving personal meaning to the conflict between sexual orientation and religion, allowing clients to seek identity resolutions that are flexible and do not compromise well-being. Multicultural counseling, psychology of religion, symbolic interactionism, and identity development theories provide frameworks for an analysis of the nature of the conflict and its potential resolutions. Countertransference issues arising from ethical and social justice considerations are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relationships between motivations of intergroup differentiation as a function of different dimensions of social identity.

This article aims to classify social identity-based theories of intergroup differentiation in terms of different dimensions of social identity to understand further the motivational bases of intergroup differentiation. For this purpose, I attempt to incorporate three lines of research in social psychology: (a) theories examining intergroup differentiation as a function of social identity, namely social identity theory and SCT; (b) studies suggesting social identity as a multidimensional construct; and (c) motivational theories of intergroup differentiation, namely subjective uncertainty reduction theory, optimal distinctiveness theory, and self-esteem hypothesis. It is suggested that subjective uncertainty reduction theory explains motivational basis of cognitive dimension, that optimal distinctiveness theory explains motivational basis of emotional dimension, and that self-esteem hypothesis explains motivational basis of evaluative dimension of social identity. Finally, the relationships between motivations of intergroup differentiation as a function of different dimensions of social identity are considered. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Testing and extending the group engagement model: Linkages between social identity, procedural justice, economic outcomes, and extrarole behavior.

Two field studies tested and extended the group engagement model (Tyler & Blader, 2000, Tyler & Blader, 2003) by examining the model with regard to employee extrarole behavior. Consistent with the group engagement model's predictions, results of these studies indicate that the social identities employees form around their work groups and their organizations are strongly related to whether employees engage in extrarole behaviors. Moreover, the studies demonstrated that social identity explains the impact of other factors that have previously been linked to extrarole behavior. In particular, the findings indicate that social identity mediates the effect of procedural justice judgments and economic outcomes on supervisor ratings of extrarole behavior. Overall, these studies provide compelling indication that social identity is an important determinant of behavior within work organizations and provide strong support for the application of the group engagement model in organizational settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Group Belongingness and Procedural Justice: Social Inclusion and Exclusion by Peers Affects the Psychology of Voice.

The authors focus on the relation between group membership and procedural justice. They argue that whether people are socially included or excluded by their peers influences their reactions to unrelated experiences of procedural justice. Findings from 2 experiments corroborate the prediction that reactions to voice as opposed to no-voice procedures are affected more strongly when people are included in a group than when they are excluded from a group. These findings are extended with a 3rd experiment that shows that people who generally experience higher levels of inclusion in their lives respond more strongly to voice as opposed to no-voice procedures. It is concluded that people's reactions to procedural justice are moderated by people's level of inclusion in social groups. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lessons from the experiences of White antiracist activists.

What can the experiences of White antiracist activists teach psychologists about social justice training, practice, and advocacy? Not only have the perspectives of these individuals received little in the way of scholarly exploration, their activities are largely unknown to mainstream society. In this qualitative analysis, we studied the views, actions, turning points, and challenges reported by 18 adults whose self-reported antiracist activities ranged from organization and leadership to speaking out in everyday situations. Participants demonstrated a complex structural conceptualization of race and racism, and considered their antiracist activities to be rewarding and meaningful despite the interpersonal conflict that had accompanied them. The results of the analysis are tied to suggestions regarding the multicultural/social justice training of applied psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Children's social behavior: Development, assessment, and modification.

Reviews the book, Children's social behavior: Development, assessment, and modification, edited by Phillip S. Strain, Michael M. Guralnick, and Hill M. Walker (1986). This book is an edited collection of 10 well-crafted chapters that review important research in the development, assessment, and modification of children's social behavior. Not only is the topic highly relevant to school psychology, but practitioners will appreciate the fact that the book is comprehensive, current, thoughtfully organized, and concisely written. The volume is organized into three areas of children's social behavior: development, assessment, and modification. Chapters in the first two sections tend to be written from the researcher's perspective, and readers should draw their own implications for practice in the schools. Potential applications are many though, and a careful study of these chapters will lead to a more productive and empirically defensible assessment of social skills in schools. Chapters in the modification section also review research studies but are more pragmatic and reflect the authors' clinical experiences. They provide excellent preparation for any practitioner intending to intervene in children's social development. The issues, resources, and procedures discussed in Children's social behavior can serve as a comprehensive reference for school psychologists whose practice includes the management of social behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

College students’ social justice interest and commitment: A social-cognitive perspective.

In this study, the authors examined the degree to which social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) explained the development of social justice interest and commitment. Data from 274 college students and latent variable path modeling were used to test theoretically and empirically derived SCCT direct and indirect effects structural models. The direct effects model estimated the direct effect of social supports and barriers on social justice commitment and the indirect effects model estimated the effect of social supports and barriers indirectly through self-efficacy. Overall, the present findings supported the use of SCCT within the social justice domain, as social justice self-efficacy and outcome expectations were useful in explaining the development of college students’ social justice interest and commitment. The present findings supported the indirect effects model of social justice interest and commitment over the direct effects model. Finally, unique to prior tests of SCCT in vocational and academic domains, social supports and barriers exhibited an indirect effect on commitment through outcome expectations. Study limitations, future directions for research, and implications for facilitating college students’ social justice interest and commitment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychological models of the justice motive: Antecedents of distributive and procedural justice.

Two psychological theories consider why people care about justice. The social-exchange-based resource model argues that people want to maximize the resources they obtain from social interactions, a goal that they believe is facilitated by following rules of distributive and procedural justice; the identity-based relational model suggests that people attempt to maintain high status within groups and use the justice of their experiences to evaluate their group status. Two studies on reactions to experiences with authorities (legal and managerial) examine the influence of these motives on (1) people's evaluations of the distributive and procedural justice of their experiences and (2) affective and behavioral reactions to those experiences. Results support a model in which relational issues dominate definitions of justice. Whereas distributive justice judgments are shaped by both resource and relational judgments, procedural justice judgments are shaped by relational concerns. The findings suggest two distinct justice motives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

When egocentrism breeds distinctness--Comparison processes in social prediction: Comment on Karniol (2003).

In contrast with R. Karniol's (2003) protocentric model, this article proposes an egocentric comparison model of social prediction. To predict the experiences and reactions of a target other, judges are assumed to relate self-knowledge to the target via a process of comparing the target with the self. Two alternative comparison processes are distinguished. Similarity testing yields target judgments that are consistent with the self, whereas dissimilarity testing leads to target judgments that are inconsistent with the self. From this perspective, social prediction is egocentric in that it makes use of self-knowledge as its primary representational basis. At the same time, egocentric prediction does not require the self to be seen and judged as similar to the target other. Conceptualizing social predictions as social comparison suggests that predicting the experiences and reactions of others is a highly flexible process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Age and emotional experience during mutual reminiscing.

In the present article, the authors examined age differences in the emotional experiences involved in talking about past events. In Study 1, 129 adults in an experience-sampling study reported whether they were engaged in mutual reminiscing and their concurrent positive and negative emotion. Their experiences of positive and negative emotion during mutual reminiscing were compared with emotional experience during other social activities. Age was associated with increasing positive emotion during mutual reminiscing. In Study 2 (n=132), the authors examined emotions during reminiscing for specific positive and negative events. In this case, age was associated with improved emotional experiences but only during reminiscing about positive experiences. Findings are discussed in terms of socioemotional selectivity theory and the literature on reminiscence and life review. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Correction to Romney (2008).

Reports an error in "Consulting for diversity and social justice: Challenges and rewards" by Patricia Romney (Consulting Psychology Journal: Practice and Research, 2008[Jun], Vol 60[2], 139-156). The author refers to "Paul Winn." The referenced author's last name was printed incorrectly. The correct spelling is Winum. (The following abstract of the original article appeared in record 2008-07255-002.) Consulting and training for cultural diversity is both challenging and rewarding. This article issues a call to face the challenges of diversity consulting and describes strategies and approaches for successful work. Using examples from the author's practice, the author calls on consultants to (1) get up to speed with knowledge about diversity and social justice, (2) avoid consultations that are too superficial, (3) balance content and process, (4) find ways to sustain themselves and their clients, and (5) work for the Common Good. A social justice frame is seen as a necessary adjunct to promoting equity and excellence in organizations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social justice in an accredited internship in professional psychology: Answering the call.

Calls from the psychological literature have highlighted a need for the integration of social justice training in APA-accredited internships in professional psychology. This article presents an example of how foundational principles of social justice can be integrated into predoctoral internships. The authors identified foundational principles of social justice from the literature and applied them to training, using the internship at the University of California San Diego's Psychological and Counseling Services as a case example. Ways in which these principles have shaped trainees, learning activities, and trainee perspectives are presented. Finally, recommendations for integration of these principles for teaching psychology trainees are underscored. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Intersectionality and research in psychology.

Feminist and critical race theories offer the concept of intersectionality to describe analytic approaches that simultaneously consider the meaning and consequences of multiple categories of identity, difference, and disadvantage. To understand how these categories depend on one another for meaning and are jointly associated with outcomes, reconceptualization of the meaning and significance of the categories is necessary. To accomplish this, the author presents 3 questions for psychologists to ask: Who is included within this category? What role does inequality play? Where are there similarities? The 1st question involves attending to diversity within social categories. The 2nd conceptualizes social categories as connoting hierarchies of privilege and power that structure social and material life. The 3rd looks for commonalities across categories commonly viewed as deeply different. The author concludes with a discussion of the implications and value of these 3 questions for each stage of the research process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

“If you wrong us, shall we not revenge?” Social identity salience moderates support for retaliation in response to collective threat.

Researchers have recently asserted that social identity salience moderates the way in which people react to external stressors. However, previous research has mainly investigated this idea in the context of internal coping processes in response to personal threat. The present research examines people's willingness to respond to collective threat by means of aggressive acts of revenge. A study with 80 female participants revealed that aggressive revenge intentions were most pronounced when the form of collective threat was relevant to a currently salient social identity. Specifically, we found that a threat to national identity (the 7/7/2005 London bombings) led to greater aggression and greater support for revenge when national rather than gender identity was salient. In contrast, a threat to gender identity (Taliban misogyny) led to greater aggression and greater support for revenge when gender rather than national identity was salient. Implications for research on social identity, stress, and responses to terrorism are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Organization structure as a moderator of the relationship between procedural justice, interactional justice, perceived organizational support, and supervisory trust.

Organizational justice researchers recognize the important role organization context plays in justice perceptions, yet few studies systematically examine contextual variables. This article examines how 1 aspect of context--organizational structure--affects the relationship between justice perceptions and 2 types of social exchange relationships, organizational and supervisory. The authors suggest that under different structural conditions, procedural and interactional justice will play differentially important roles in determining the quality of organizational social exchange (as evidenced by perceived organizational support [POS]) and supervisory social exchange (as evidenced by supervisory trust). In particular, the authors hypothesized that the relationship between procedural justice and POS would be stronger in mechanistic organizations and that the relationship between interactional justice and supervisory trust would be stronger in organic organizations. The authors' results support these hypotheses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Critical incidents in counseling psychology professionals' and trainees' social justice orientation development.

Through a qualitative, critical incident research design, this study identified and defined critical incidents that cultivated a social justice orientation among counseling psychology doctoral students and professionals. Research questions included: (a) What incidents are critical in the development of a social justice orientation? (b) Of these incidents, which are most influential? (c) How do these incidents affect social justice orientation development? Thirty-six counseling psychology doctoral students and professionals, who demonstrated a commitment to social justice through scholarship and clinical practice, completed an online survey, which consisted of rank-order and open-ended items. Qualitative data were analyzed utilizing the constant comparative method. Analyses revealed five categories of critical incidents to which participants attributed their social justice orientation development. In addition, five themes were identified that categorized the ways in which critical incidents changed individuals. Analyses of rank-ordered items indicated that the categories of Exposure to Injustice and Influence of Significant Persons were most frequently ranked as the most influential critical incidents in the development of a social justice orientation. Implications of these results and future directions for education, training, and research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)