Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health

Autor/inn/en	Edyburn, Kelly L.; Bertone, Agustina; Raines, Tara C.; Hinton, Tameisha; Twyford, Jennifer; Dowdy, Erin
Titel	Integrating Intersectionality, Social Determinants of Health, and Healing: A New Training Framework for School-Based Mental Health
Quelle	In: School Psychology Review, 52 (2023) 5, S.563-585 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2021.2024767
Schlagwörter	School Psychology; Intersectionality; Mental Health; Mental Health Programs; School Health Services; Social Influences; Training; Critical Race Theory; Social Justice; School Psychologists; Identification; Wellness; Well Being + Suchen Sie Ihr Suchwort? Schulpsychologie; Psychohygiene; Schuleingangsuntersuchung; Sozialer Einfluss; Ausbildung; Soziale Gerechtigkeit; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Identifikation; Identifizierung; Well being; Well-being; Wohlbefinden; Wellness
Abstract	Social justice-centered training has progressed in school psychology, yet training and practice still do not adequately address systems-level influences on mental health, let alone focus on dismantling the systemic inequities that adversely affect the wellbeing of marginalized children and youth. An equity- and intersectional justice-minded framework for training future school psychologists in school-based mental health is presented, informed by the theories of intersectionality, critical race theory, social determinants of health, and radical healing. The proposed framework is based on reflective practice and incorporates three pillars that emphasize the importance of decentralizing psychodiagnostic assessment, centralizing systems-level work, and renewing focus on strengths and healing. To advance training that critically evaluates social factors that affect child wellbeing while honoring children's identities and strengths, various ways in which graduate programs can enact this paradigm shift are discussed. Future directions for the field, including research and policy, are also presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01