By William Ming Liu
ISBN-10: 0195398254
ISBN-13: 9780195398250
Social category is a pervasive side of all lives, despite one's personal social classification and standing. One may imagine its ubiquity might make it beneficial for all supporting pros to appreciate social category and speak about it in treatment and examine. but social classification and classism are the most complicated and hard thoughts to appreciate and combine into study and counseling practice--mostly as a result of relative loss of mental theories, learn, and quantitative data.
Fulfiling this want, this guide summarizes and synthesizes on hand learn on social category and classism in counseling perform and examine components. The 32 chapters incorporated provide up to date, attention-grabbing, and provocative functions of social category and classism, as professional bankruptcy authors supply an outline of theories on the topic of social type and classism and its software towards examine, schooling, education, and perform. Chapters contain entire assurance of:
- lifespan matters on the topic of social category, similar to special points of social type and classism within the lives of kids, kids, and older adults
- how social classification is studied and empirically understood via learn, evaluate, and practice
- implications of social type in profession counseling, mental overview and prognosis, and the remedy relationship
- how social classification is implicated in optimistic psychology, occupation and paintings psychology, and healthiness psychology
- social type and classism and its connection to whiteness, racism, sexual orientation, faith and spirituality, and social justice
This ebook bargains the 1st compendium of counseling comparable assets on social classification and classism and may be a complete, must-have reference for pros and lecturers in counseling psychology and comparable fields for future years.
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Additional resources for The Oxford Handbook of Social Class in Counseling
Sample text
Social class and classism in the helping professions: Research, theory, and practice. Thousand Oaks: Sage Press. Liu, W. M. (2012). Developing a social class and classism consciousness: Implications for research and practice. In E. Altmaier and J. I. ), Handbook of counseling psychology (pp. 326–345). New York: Oxford University Press. Liu, W. , & Ali, S. R. (2005). Addressing social class and classism in vocational theory and practice: Extending the emancipatory communitarian approach. The Counseling Psychologist, 33, 189–196.
The use of “trauma” as a term to describe significant and meaningful experiences with classism does imply some overlap of how “trauma” has been defined with respect to post-traumatic stress, for example. The classism-based traumas do imply feelings of extreme helplessness and fear, and the individual is likely to feel particularly vulnerable under threat and to be looking for avenues to avoid the situation or stimuli associated with the trauma. l iu 13 Additionally, the experiences of traumatic classisms (the term used hereafter) may be direct or vicarious, but the outcome is similar regardless of how the experience occurs.
McIntosh, P. (1995). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies. In M. L. Andersen & P. H. , pp. 76–87). New York: Wadsworth. Neigh, G. , Gillespie, C. , & Nemeroff, C. B. (2009). The neurobiological toll of child abuse and neglect. Trauma, Violence, and Abuse, 10, 389–410. Oakes, J. , & Rossi, P. H. (2003). The measurement of SES in health research: Current practice and steps toward a new approach. Social Science and Medicine, 56, 769–784.