| 000 | 05904nam a22004455i 4500 | ||
|---|---|---|---|
| 999 |
_c381806 _d381806 |
||
| 001 | 381806 | ||
| 003 | ES-MaUEC | ||
| 005 | 20230102121928.0 | ||
| 006 | a||||fo|||| 00| 0 | ||
| 007 | cr nn 008mamaa | ||
| 008 | 220602s2022 sz | s |||| 0|eng d | ||
| 020 | _a9783030954512 | ||
| 024 | 7 |
_a10.1007/978-3-030-95451-2 _2doi |
|
| 040 |
_aES-MaUEC _bspa _cES-MaUEC _dES-MaUEC |
||
| 050 |
_aHT1563 _b2022 EB |
||
| 245 | 1 | 0 |
_aDeveloping Anti-Racist Practices in the Helping Professions : _bInclusive Theory, Pedagogy, and Application _cedited by Kaprea F. Johnson, Narketta M. Sparkman-Key, Alan Meca, Shuntay Z. Tarver. |
| 250 | _afirst edition 2022 | ||
| 264 | 1 |
_aCham _bSpringer International Publishing _c2022 |
|
| 300 |
_a1 recurso en línea (XXVII, 518 páginas) _b15 ilustraciones |
||
| 336 |
_atext _btxt _2rdacontent |
||
| 337 |
_acomputer _bc _2rdamedia |
||
| 338 |
_aonline resource _bcr _2rdacarrier |
||
| 347 |
_aarchivo de texto _bPDF |
||
| 505 | 0 | _a1. Introduction -- Section I. Antiracist Helping Professions Theoretical Underpinnings -- 2. Introduction to Anti-Racist Theories -- 3. The Importance of Culturally Responsive and Afrocentric Theoretical Frameworks-A Call for More Inclusive Curriculum in Counselor Education -- 4. Antilinguicist Schools, Antilinguicist Systems -- 5. Moving Beyond Performative Allyship: A Conceptual Framework for Anti-racist Co-conspirators -- 6. Service or Saviorism: Deconstructing Benevolent Racism in the Helping Professions -- Section II. Antiracist Pedagogy in Helping Professions -- 7. Antiracist Pedagogy for Helping Professionals -- 8. The Linguistic Gospel Truth: Implementing Inclusive Language Practices for Navigating the Educational Space -- 9. Decentering Whiteness in Teaching Psychopathology: Challenges and Opportunities -- 10. An Antiracist Approach to Social Work Education at HBCUs -- 11. Program Practices for Cultivating Antiracist Counselors -- 12. Examining Multicultural Pedagogy in Counselor Programs: Recommendations for Enhanced Clinical Competency -- 13. Strategies for Implementing Antiracist Frameworks in Teaching Materials for Health Professions -- Section III. Antiracist Helping Professions in Application -- 14. Breaking Strongholds: Equity Centering in Helping Approaches -- 15. Voices from the Field of School Counseling: Promoting Anti-Racism in School Settings -- 16. "There Isn't a Racist Bone in My Body!": A Case Study on Fostering Anti-Racism in School Counseling -- 17. Antisemitism and Islamophobia: Old and Dynamic Racisms -- 18. Diversity, Equity & Inclusion Training in a New Key: Adapting a Race-Class Lens for the Helping Professions -- 19. Antiracism and Health: An Action Plan for Mitigating Racism in Healthcare -- 20. A Telehealth Antiracist Learning Experience for Nursing and Social Work Students in the Midst of COVID-19 -- 21. Working with Multiracial Individuals: Antiracist Pedagogy, Practices, and Considerations -- 22. Epilogue. | |
| 520 | _aThis book provides an interdisciplinary structure to critique existing approaches that have failed to eradicate systemic inequalities across helping professions. This timely contribution offers helping professionals sought after resources that many are clamoring for to improve their practice, their pedagogical stance, and their knowledge as it relates to antiracism and antiracist approaches. This collection of chapters that cover antiracist research, theory and practice approaches is in direct response to Kendi's (2019) call to action to examine and revise institutional policies and practices to become antiracist. Collectively this book advances existing research and resources by providing interdisciplinary strategies for helping professionals to engage in antiracism through critical evaluation of research, practice, and policies. Doing so empowers helping professionals across disciplines to employ antiracist strategies that deconstruct and dismantle racism embedded within the foundational origins, professional standards, and disciplinary practices of helping professions while simultaneously merging research, practice, and advocacy that employs antiracist practices. Kaprea F. Johnson, Ph.D., is a tenured Full Professor in the Department of Educational Studies at The Ohio State University. She also is the Director of Faculty Development for the College of Education and Human Ecology at The Ohio State University. Narketta Sparkman-Key, Ph.D., is a tenured Associate Professor in the Department of Counseling and Human Services at Old Dominion University. She also holds the inaugural position of Academic Affairs Director of Faculty Diversity and Retention. Alan Meca, Ph.D., is an Assistant Professor in the Department of Psychology at University of Texas at San Antonio. Shuntay Z. Tarver, Ph.D., is an Assistant Professor in the Department of Counseling and Human Services at Old Dominion University. | ||
| 988 | _aSpringer_Psychology_2022 | ||
| 650 | 7 |
_2embne _9405030 _aRacismo |
|
| 700 | 1 |
_aJohnson, Kaprea F. _eeditor literario _4edt _4http://id.loc.gov/vocabulary/relators/edt |
|
| 700 | 1 |
_aSparkman-Key, Narketta M. _eeditor literario _4edt _4http://id.loc.gov/vocabulary/relators/edt |
|
| 700 | 1 |
_aMeca, Alan _eeditor literario _4edt _4http://id.loc.gov/vocabulary/relators/edt |
|
| 700 | 1 |
_aTarver, Shuntay Z _eeditor literario _4edt _4http://id.loc.gov/vocabulary/relators/edt |
|
| 776 | 0 | 8 |
_iPrinted edition: _z9783030954505 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030954529 |
| 776 | 0 | 8 |
_iPrinted edition: _z9783030954536 |
| 856 | 4 | 0 |
_uhttps://go.openathens.net/redirector/universidadeuropea.es?url=https://doi.org/10.1007/978-3-030-95451-2 _zAcceso a este recurso digital (usuarios Universidad Europea de Madrid) |
| 942 |
_2lcc _cLE |
||
| 998 |
_b09/2022 _dz _ep _zSI |
||