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| Foreword | |
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| Preface | |
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| Acknowledgments | |
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| Steps Toward a Social Justice Therapeutic Practice | |
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| Rekindling the Reformist Spirit in the Mental Health Professions | |
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| Social Justice Legacies in the Mental Health Professions | |
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| Social Work | |
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| Psychoanalysis | |
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| Counseling Professions | |
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| Psychiatry | |
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| Family Therapy | |
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| Toward an Open Conspiracy for Social Justice | |
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| References | |
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| Counseling for Wellness and Justice: Foundations and Ethical Dilemmas | |
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| Foundations | |
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| Webs of Personal, Relational, and Collective Wellness | |
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| Webs of Wellness and Justice | |
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| Practice and Ethical Dilemmas | |
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| Current Practices | |
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| Justice-Based Practices | |
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| Conclusion | |
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| References | |
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| Social Justice Concerns and Clinical Practice | |
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| Early Memories | |
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| Historical Context and Early Barriers | |
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| First Lessons and More Barriers | |
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| Lessons From Survivors | |
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| Hearing Each Other's Cry | |
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| Hearing the Cry: A Second Story | |
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| Why Do We Do This Work? | |
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| Lessons From Training: What I Learned | |
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| How I Learned | |
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| How Students and Faculty Responded | |
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| What Happened to the Student | |
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| To Life: Why We Do This Work | |
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| References | |
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| Liberating Visions of Clinical Practice | |
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| Radical Psychiatry: An Approach to Personal and Political Change | |
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| In the Spirit of the Times | |
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| Where Society and Psyche Intersect | |
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| Alienation and Change, Social and Personal | |
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| The Cooperation Theory | |
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| Power | |
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| Internalized Oppression: "The Pig" | |
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| Problem-Solving Group | |
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| Fighting the Pig | |
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| Conflict Resolution | |
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| Paranoia: The Value of Intuition | |
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| Implications for Social Justice | |
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| But What About...? | |
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| The Current State of the Art | |
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| References | |
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| Ethnopolitical Psychology: Healing and Transformation | |
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| Ethnopolitical Theory and Practice: Conceptual Influences | |
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| Colonization | |
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| Postcolonization Stress Disorder | |
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| Cultural Imperialism | |
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| Ethnocultural Allodynia | |
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| Racism | |
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| Thinking Racially | |
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| Racial Trauma | |
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| Racial Terrorism | |
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| Communal Consequences of Racial Terrorism | |
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| Ethnopolitical Practice: Accompanying and Bearing Witness | |
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| Indigenous Healing: Calling Back the Spirit | |
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| Dichos: An Ethnic Psychology | |
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| Testimony | |
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| Cultural Consciousness | |
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| Ethnopolitical Action | |
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| References | |
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| Gay and Lesbian Couples in Therapy: A Social Justice Perspective | |
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| Focus of This Chapter | |
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| Homophobia and the Cultural Context | |
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| Prejudice and Discrimination | |
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| Effects of Prejudice on Lesbian/Gay Couples | |
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| Interventions for Countering Homophobia | |
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| Relational Ambiguity | |
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| Boundary and Commitment Ambiguity | |
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| Ambiguity Related to Same-Gender Composition | |
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| Interventions for Relational Ambiguity | |
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| Social Support | |
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| Families of Origin | |
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| Families of Choice | |
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| Assessing and Developing Social Support | |
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| Therapist Issues | |
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| Guarding Against Heterocentric Bias-Countertransference | |
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| Cautions About Applying Theory to Same-Sex Couples | |
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| Same-Sex Marriage and Social Justice | |
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| References | |
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| Risk Reduction and the Micropolitics of Social Justice in Mental Health Care | |
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| Multiproblem Families | |
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| Domains of Risk | |
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| Risk Reduction | |
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| Process | |
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| References | |
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| Foundation Concepts for Social Justice-Based Therapy: Critical Consciousness, Accountability, and Empowerment | |
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| Background: Family Therapy and Social Justice | |
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| One Approach to Social Justice-Based Therapy: The Cultural Context Model | |
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| The Cultural Context Model | |
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| Orientation | |
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| Sponsorship | |
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| Socioeducation | |
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| Culture Circles | |
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| Family Process | |
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| Case Examples | |
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| Foundation Concepts and More Illustrative Examples | |
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| Critical Consciousness: Recognizing the Sociopolitical Context of Daily Life | |
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| Integrating Socioeducation Into the Practice of Family Therapy | |
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| Critical Consciousness: The Integration of Collectivism, Socioeducation, and Social Action | |
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| Accountability: Replacing Domination and Privilege With a Call for Responsibility | |
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| Empowerment: Action Based in Critical Consciousness and Accountability | |
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| Placing Social Justice at the Center of Family Therapy Practice | |
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| Conclusions | |
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| References | |
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| Narrative Practice and Culture | |
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| What Is Narrative Practice? | |
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| Core Assumptions in Narrative Practice | |
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| Power and Identity Narratives | |
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| Integration of Core Ideas in Narrative Practice | |
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| Dominant and Nondominant Stories | |
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| Narrative Practice and Culture | |
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| Traditional Versus Evolving Understandings of Culture | |
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| Process of Narrative Practice and Social Justice | |
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| Narrative Therapy Processes and Techniques | |
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| Therapy as a Movement of Resistance | |
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| Invitation to Accountability, Problem-Posing and Curiosity | |
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| Techniques in the Narrative Therapy Process | |
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| Conclusion | |
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| References | |
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| Community Building for Wellness and Justice | |
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| Families and Therapists as Citizens: The Families and Democracy Project | |
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| The Public Role of Therapists | |
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| False Dichotomies That Shape Therapy's Paradigm | |
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| Conventional Beliefs That Limit Us | |
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| Community Organizing and Family-Centered Community Building | |
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| The Families and Democracy Project | |
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| Origins of the Model | |
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| Description of the Families and Democracy Model | |
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| A Citizen Initiative in Health Care | |
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| A Community Initiative to Take Back Family Time | |
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| Comparison With Two Traditional Models | |
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| Scope of Practice | |
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| Processes of Leadership | |
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| Location and Duration of the Work | |
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| Orienting Ideal | |
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| Key Lessons Learned | |
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| Future Directions | |
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| References | |
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| The Practice of Community Family Therapy | |
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| Socioeconomic Context: Dancing Around the Poverty Issue | |
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| Historical Context: Family Therapy and Poverty | |
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| Similarities and Differences With Other Therapy Approaches | |
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| Roots of the Community Family Therapy Paradigm | |
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| Principles and Objectives of Community Family Therapy | |
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| Assessment in Community Family Therapy | |
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| Intervention in Community Family Therapy | |
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| First Level of Engagement | |
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| Second Level of Engagement | |
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| Third Level of Engagement | |
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| The Role of the Therapist | |
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| Ethical Issues and Future Development of CFT | |
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| Conclusion of Case Illustration | |
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| References | |
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| Applying Feminist Theory to Community Practice: A Multilevel Empowerment Intervention for Low-Income Women With Depression | |
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| Poverty and Depression in Women's Lives | |
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| Determinants of Depression Among Poor Women | |
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| Responses to Depression Among Poor Women | |
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| Description of the ROAD Project | |
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| History | |
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| Operation | |
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| Theoretical Underpinnings of ROAD | |
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| Levels of Empowerment | |
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| Returning Full Circle | |
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| Central Challenges | |
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| Daily Implementation | |
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| Sustainability and Replicability | |
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| Conclusion | |
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| References | |
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| Toward a Community Psychology of Liberation | |
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| Creating a Community Psychology of Liberation | |
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| Domestic Violence From the Perspective of a Community Psychology of Liberation | |
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| Culture as Context | |
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| Domestic Violence in the Culture | |
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| Caminar Latino: A Domestic Violence Intervention as a Tool for Liberation | |
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| Conceptual and Philosophical Frameworks | |
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| Program History, Structure, and Approach | |
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| Does This Model Work? | |
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| Lessons Learned | |
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| Conclusion | |
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| References | |
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| Striving for Social Justice Through Interprofessional University-School Collaboration | |
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| The Proposed Benefits of Interprofessional Collaboration | |
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| Theoretical Foundations for University/School Interprofessional Collaboration | |
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| Social Justice Collaborative Practice-Tools for Tomorrow | |
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| Social Justice Collaborative Practice-Graduate Interdisciplinary Training Project | |
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| Developing Interprofessional University/School Collaborations | |
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| Program Evaluations | |
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| Challenges to Implementing Interprofessional Social Justice Practice | |
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| Fiscal Constraints | |
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| Structural Constraints | |
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| Conclusions | |
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| References | |
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| The Psychology of Working and the Advancement of Social Justice | |
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| Mapping the Terrain of the Psychology of Working | |
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| Work/Career and Mental Health | |
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| The Psychology of Working and Social Justice | |
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| Shared Assumptions and Values | |
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| Implications for Practice, Prevention, and Public Policy | |
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| Psychology of Working and Individual Counseling Practice | |
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| Psychology of Working and Intervening in Broader Systems | |
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| Implications for Research and Public Policy | |
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| Conclusion | |
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| Rerferences | |
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| Mental Health Policy and Social Justice | |
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| Historical Developments | |
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| Moral Treatment and the Building of Asylums | |
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| Progressive Era Reforms | |
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| |
| The Community Mental Health Movement | |
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| |
| Civil Reform Through Litigation | |
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| Policy Change Through Funding Mechanisms | |
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| Barriers to Full Inclusion | |
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| Recent Developments | |
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| Framework | |
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| Influencing Policy | |
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| Critical Reflections | |
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| |
| References | |
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| |
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| Teaching and Training for Social Action | |
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| Advocacy, Outreach, and Prevention: Integrating Social Action Roles in Professional Training | |
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| Critiquing the Status Quo | |
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| Interventions | |
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| Advocacy | |
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| Outreach | |
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| Prevention | |
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| Training for Social Action Roles | |
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| Roadblocks to the Integration of Social Action Roles | |
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| Conclusion | |
| |
| |
| References | |
| |
| |
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| Toward an Emancipatory Communitarian Approach to the Practice of Psychology Training | |
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| Emancipatory Communitarian Approach to Psychology Practice | |
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| |
| Counseling Psychology Program at the University of Oregon | |
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| |
| Bronfenbrenner's Ecological Model | |
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| Readings, Coursework, Assistantships: Big Picture Critique | |
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| Human Diversity and Multicultural Infusion | |
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| Practica Sequence | |
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| Community-Based Student Research | |
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| Program Training Environment | |
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| Faculty Scholarship and Service | |
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| Training Outcomes, Evaluation, and Critique | |
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| Summary and Conclusion | |
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| References | |
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| Grounding Clinical Training and Supervision in an Empowerment Model | |
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| Defining Empowerment in the Context of Counseling | |
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| "5 C's" of Empowerment | |
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| Collaboration | |
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| Context | |
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| Critical Consciousness | |
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| Competence | |
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| Community | |
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| Practical Activities in Coursework | |
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| Implications for Social Action | |
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| Conclusion | |
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| References | |
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| Applying Principles of Multicultural Competencies, Social Justice, and Leadership in Training and Supervision | |
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| Purpose | |
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| Tenets | |
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| Affirming a Rationale | |
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| Training and Supervision Informed by Multicultural Counseling Competencies: Social Justice Principles and Critical Race Theory | |
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| Multicultural Counseling Competencies | |
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| Critical Race Theory | |
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| Rapprochement Between Principles of Social Justice and Ethical Guidelines | |
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| Enacting Social Justice Through Professional Leadership | |
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| Leadership | |
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| Multicultural Organizational Leadership | |
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| Barriers to Social Justice Practices | |
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| Unintentional Racism | |
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| Higher Education and the Status Quo | |
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| Social Justice Strategies | |
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| Strategies | |
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| References | |
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| Educating for Social Change in the Human Service Professions | |
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| Student Attitudes | |
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| Curriculum Goals | |
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| Theoretical and Ideological Perspectives on Social Change | |
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| Social Change Principles | |
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| Social Change Strategies | |
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| Methods for Educating Students for Social Change | |
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| My Experience of Teaching This Course | |
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| Interviews With Human Service Practitioners | |
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| Frustration and Empowerment | |
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| Advice About Education | |
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| Assumptions and Beliefs About Change | |
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| Analysis/Action | |
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| Social Work Practice | |
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| Cautions and Opportunities for Social Change | |
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| Classroom Action Projects and Field Placements | |
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| Conclusion | |
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| References | |
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| Author Index | |
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| Subject Index | |