[Counselor_Educ] Fwd: Deadline extended for receipt of manuscripts-Feb. 10th. Currently seeking manuscripts for upcoming book, Experiential Activities for Teaching Social Justice and Advocacy Competence in Counseling.

    Robinson, Mona robinsoh at ohio.edu
    Thu Jan 26 07:22:44 EST 2017 
    Mona Robinson, PhD, LPCC-S, LSW, CRC
Professor and Chair
Counseling and Higher Education
Ohio University
Patton College of Education
432D McCracken Hall
Athens, Ohio 45701
(740) 593-4461 Phone
(740) 593-0477 Fax robinsoh at ohio.edu 
<mailto: robinsoh at ohio.edu 
>
www.ohio.edu< http://www.ohio.edu 
>


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From: Mariaimeé Gonzalez < mgonzalez3 at ANTIOCH.EDU 
<mailto: mgonzalez3 at ANTIOCH.EDU 
>>
Date: January 26, 2017 at 7:16:36 AM EST
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Subject: Deadline extended for receipt of manuscripts-Feb. 10th. Currently seeking manuscripts for upcoming book, Experiential Activities for Teaching Social Justice and Advocacy Competence in Counseling.
Reply-To: "CESNET-L is a unmoderated listserv concerning counselor ed. & supervision" < CESNET-L at LISTSERV.KENT.EDU 
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Currently seeking manuscripts for upcoming book, Experiential Activities for Teaching Social Justice and Advocacy Competence in Counseling.  Deadline extended for receipt of manuscripts, Feb. 10th.

The purpose of this edited book is to provide a resource for faculty who are teaching the beginning and advanced counseling courses in the counselor education curriculum and who want to infuse issues of social justice and advocacy into these classes.

Looking for submissions on the following topics:

  *   Activities related to the introduction to social justice and advocacy counseling work.
  *   Activities related to issues of discrimination and oppression and their effect on individuals and cultural groups.
  *   Activities related to each of the eight Council for Accreditation of Counseling and Related Educational Programs (CACREP) core standards.
  *   Activities related to counseling specialty settings such as addiction, career, clinical mental health, marriage, couple, and family, school, and student affairs and college. Please review the manuscript criteria below and input all information into the online form: https://docs.google.com/forms/d/e/1FAIpQLSdc-NlkQ1i35SKnd7nohRRf5UTaqhnty25F2noUYoLPSIQvbA/viewform 
Social Justice and Advocacy Activity Template

  *
Experiential Activities for Teaching Social Justice and Advocacy Competence in Counseling< https://docs.google.com/forms/d/e/1FAIpQLSdc-NlkQ1i35SKnd7nohRRf5UTaqhnty25F2noUYoLPSIQvbA/viewform 
>

docs.google.com< http://docs.google.com/ 
>

Editors: Mark Pope, Ed.D., Mariamee Gonzalez, Ph.D., Erika Cameron, Ph.D., and Joseph S. Pangelinan, Ph.D.


Title of Activity:

Clear and concise title.

 Author(s):

Include name(s), work title, university/institution, and preferred email.

Note: We will be communicating with first author only.

 Topic:

Approximately 1-2 sentences. Should indicate primary focus of the activity.

 Learning Objectives:

Approximately 2-5 learning objectives. Concise and clear goals of the activity.

Target Population:

Identify a specific population suited for the activity.

Group Size:

Give a suggested number of participants for the activity.

Time Required:

Give an overall time estimate that is needed to complete the activity.  State if required time to complete the activity will be altered by group size, number of participants, or participant demographics.

Setting:

Give a brief description of place/location to conduct the activity. State how setting could be altered by participant demographics.

Materials Needed:

Give a description and quantity of materials (such as paper, pencil, table, etc.) the instructor will need to conduct the activity. State any needed precautions when using the materials.

Instructions for Conduction Activity:

List all directions chronologically and concisely to complete the activity.  Instructions may include any needed trigger warning statements for participants before conducting activity.

Discussion: Describe the process by which the participants will debrief the activity.  Include helpful questions or prompts for the participants.

References:

List at least two references (may be a reference, from which the activity was adapted, or the research/theoretical basis for the activity).  References must adhere to the rules of the latest edition of the Publication Manual of the American Psychological Association (APA style).

Suggested Background Reading:

Identify readings that would help participants develop a conceptualize framework for the activity.

Please Checkmark the Following Course(s) that Would be Best Suited for Conducting This Activity (check all that apply):

  *   Assessment and Testing
  *   Career Development
(Classroom activities that examine the world of work, sources of career information, and the concepts of vocational development in a social justice and advocacy context).
  *   Group Work
  *   Helping Relationships
  *   Human Growth and Development
  *   Professional Counseling Orientation and Ethical Practice
  *   Research and Program Evolution
  *   Social and Cultural Diversity
  *   Theories
  *   Addition Counseling
  *   Career Counseling
(Will contain activities that address issues related to career/vocational development in the framework of the counseling process and strategies for facilitating optimum development over the life span within a social justice and advocacy context).
  *   Clinical Mental Health Counseling
  *   Marriage, Couple, and Family Counseling
  *   School Counseling
  *   Student Affairs and College Counseling

Please Checkmark the Following Chapter(s) that Would be Best Suited for Conducting This Activity (check all that apply):

  *   What is Social Justice and Advocacy?
     *   This chapter will contain activities that are designed to be used in introducing the definition of social justice and advocacy.
  *   Cycle of Socialization and Liberation.
     *   This chapter will contain activities that are designed to be used in explaining and determining the cycles of socialization and liberation.
  *   Social Constructs of Oppression and Privilege.
     *   This chapter will contain activities on how oppression and privilege are socially constructed.
  *   Intersections of Oppression.
     *   This chapter will contain activities that demonstrate the intersection of oppression (e.g. Racism and Classism).
  *   Social Justice and Advocacy: Strategies for Change.
  *   This chapter will contain activities that get individuals out and creating change in the community.

Author Bios: (500 characters limit)

Approximately a paragraph long for each author. Give a brief description of the author. Include name, institution, work title, and relevant experiences (teaching, research, social justice and advocacy).

Activity Handouts:

Upload documents. Please be sure all documents are in Microsoft Word format. Unfortunately, we will not accept documents saved in pdf. format. Handouts are to be emailed to teachingsocialjusticebook at gmail.com 
<mailto: teachingsocialjusticebook at gmail.com 
>.  Please see further instructions on the online submission link.

Please input all information into the online submission form: https://docs.google.com/forms/d/e/1FAIpQLSdc-NlkQ1i35SKnd7nohRRf5UTaqhnty25F2noUYoLPSIQvbA/viewform 
Our goal is to review and provide feedback to you by February 15th. Please feel free to contribute additional activities and/or share this email with your colleagues.

Sincerely,

Editors: Mark Pope, Ed.D., Mariamee Gonzalez, Ph.D., Erika Cameron, Ph.D., and Joseph S. Pangelinan, Ph.D.



Publisher: Routeldge   Purposed published release date: Summer 2018

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