Social Justice in Career Services: Perspectives of University Career Center Directors

Research indicates that career development practitioners value social justice and desire additional skills to be able to advocate effectively. Many of these practitioners work on college campuses under the supervision of career center directors; however, directors' perspectives on social justice have been missing from the literature. Following the National Career Development Association's mandate to actively practice the professional value of honoring diversity and promoting social justice, we surveyed 11 career center directors regarding advocacy in career services. Results of thematic analysis yielded center directors' insights into both defining and promoting social justice. Participants addressed the roles and responsibilities of career counselors, career center directors, and institutional culture. Implications for practice include the importance of open communication and the need for collaboration inside and outside of the career center. These findings highlight potential areas for future research into best practices for integrating social justice and advocacy in university career services.     

Borderline Personality Disorder and Access to Services: A Crucial Social Justice Issue

A diagnosis of Borderline Personality Disorder (BPD) can significantly affect access to services. Two Australian approaches to addressing this crucial social justice issue are compared: Project AIR (Affect Integration and Recovery), exemplifying changes within the existing psychiatric paradigm; and Adults Surviving Child Abuse's Practice Guidelines for Treatment of Complex Trauma and Trauma Informed Care and Service Delivery. Changes within the existing paradigm do not address stigma and fragmented services that create barriers to service. By comparison, the Guidelines represent a trauma informed perspective that recognises underlying complex trauma for most with the BPD diagnosis. Implications for services are discussed.     

Social Justice and Social Work,A Fierce Urgency: Recommendations for Social Work Social Justice Pedagogy

ABSTRACT

This article addresses the challenge of understanding the meaning and pedagogical application of social justice in social work by presenting and applying the circle of insight framework I created and proposing a social work definition of social justice. In particular, the circle of insight is presented as a tool and a process for critically examining learnings from social justice courses, transforming social justice social work pedagogy, and defining social justice in social work. In the fierce urgency of now, consistent with research findings and the social work profession’s ethical codes and statements, social workers are invited to use the circle of insight process and proposed definition of social justice to engage in social justice–infused social work curricular transformation.     

Reproducing Social Conditions of Poverty: A Critical Feminist Analysis of Social Assistance Participation in Ontario,Canada

This study uses repeated Cox Proportional Hazards models to explore the characteristics significant in predicting social assistance (SA) exit rates in Ontario, Canada. The results indicate that gender, age, immigration status, family structure, and presence of children significantly affect the likelihood of SA exit. Interpreting these findings through a critical feminist lens, I highlight the structural barriers that potentially influence people’s trajectories. Social policies that might better address the lives of women and other groups are explored, and a human rights framework is discussed as one avenue to advance poverty reduction efforts.     

Integrating Social Justice into the Practice of CBFT: A Critical Look at Family Schemas

Many families come to therapy struggling with the negative consequence of social inequity. Family therapy modalities have been developed to address these negative consequences and attend to power and social equity (Transformative family therapy: Just families in a just society. Boston, MA: Pearson Education; Socio‐emotional relationship therapy. New York, NY: Springer). We argue that many family therapy modalities can be adapted to include social equity (Applying critical social theory in family therapy practice. AFTA Springer Series. New York, NY: Springer Publishing). Specifically, cognitive behavioral family therapy can be used to address the inequality in social systems that negatively affect the family system. We focus on schema formation and suggest an emphasis on societal schemas within the therapy milieu as a tool to help families see how societal inequality can affect the problems faced in family life.     

Temporality and Social Change: The Case of 19th Century China and Japan

Manifold factors have been identified as causal mechanisms in social change, but an important one–temporality–has been neglected. Temporality is the social time that characterizes any society, and that social time is consequential for the rate and direction of change. The three dimensions of temporality are temporal pattern, temporal orientation, and temporal perspective. The differences between the Japanese and Chinese along these three dimensions help explain their differential responses to the 19th century Western challenge. Specifically, two propositions are examined in the light of the historical data: a society's temporality limits the range of adaptive responses to new circumstances, and the symbols of social time act as a mechanism of social control.