Social Justice and Converging Theories: Library Service for Those with Intellectual and Developmental Disability (IDD)

While libraries have sought to advance diversity in their services, they have yet to engage a specific population which tests the limits of the profession’s capabilities and the scope of its mission. Those with Intellectual and Developmental Disability (IDD) combine the categories of learning and physical disabilities and demand the highest level of support. But the impediments to reading imposed by their cognitive condition make it difficult for them to access the library’s materials. Beset by funding shortages and systemic change, what are libraries to do? This study examines how convergent trends in educational theory and practice as well as grass-roots initiatives have created new possibilities for library services to this population. The study reviews these trends as well as a case study to suggest that libraries have much of what they need in their traditional programming and training when combined with a deeper understanding of the dynamics of social justice.

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Work-Based Learning, Theory and Practice

Industry and Higher Education ◽

10.5367/000000003101296828 ◽

2003 ◽

Vol 17 (3) ◽

pp. 163-178 ◽

Cited By ~ 2

Author(s):

Evelyn Boyd ◽

Hazel Knox ◽

John Struthers

Keyword(s):

Education And Training ◽

Training Needs ◽

Theory And Practice ◽

Partnership Model ◽

Wide Range ◽

Effective Development ◽

The Uk ◽

Contemporary Education ◽

And Training

This paper begins with a discussion and analysis of the relevance of work-based learning to contemporary education and training needs. It then briefly outlines changes in attitudes and approaches to higher education and training in the UK over the past few decades and highlights the new ‘learning partnership model’ (LPM) as one that offers great potential for the effective development of a wide range of skills. In this context, the authors present a detailed analytical case study of a European-funded Adapt-University for Industry project that sought to identify training needs and to provide guidance and advice on work-based learning opportunities for a variety of Scottish small and medium-sized enterprises (SMEs). Using Training Needs Analysis, the authors assess the difficulties as well as the opportunities inherent in such projects. The findings illustrate the heterogeneity of the SMEs' training and guidance requirements and highlight the importance of addressing the tension that exists between the different expectations of employers and employees in relation to training needs and benefits.

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Covert Conditioning for Persistent Aggressive Behaviors: A Case Illustration

Indian Journal of Psychological Medicine ◽

10.1177/02537176211056364 ◽

2021 ◽

pp. 025371762110563

Author(s):

Kavan ◽

Naveen Grover ◽

Nikita Jain ◽

Vishal Dhiman

Keyword(s):

Aggressive Behavior ◽

Single Case ◽

Theory And Practice ◽

Single Case Study ◽

Case Study Design ◽

Psychotherapy Practice ◽

First Time ◽

And Training

In psychotherapy practice and training, single case study design plays an indispensable role by effectively articulating the application of textbook knowledge, thereby bridging the gap between theory and practice. This article, on similar lines, illustrates one such successful example of the application of the classical behavioral technique of covert conditioning modified with a component of verbal challenging. A woman in her late-thirties reported with long-standing seemingly-resistant-to-treat symptoms of aggressive behavior of beating children. The client had a total of 10 daily sessions of 60–90 minutes each. By the end of one week, she reported not beating children in this period. She felt extremely relieved because it had happened for the first time in 10 years. The intensity of anger had decreased drastically, and she was not shouting any longer. She had to discontinue sessions abruptly due to unavoidable circumstances. Although she was suggested to follow up the intensive sessions again, she was not able to do it due to feasibility issues. The improvement was maintained on follow-up visits after two weeks, four weeks, and three months.

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CHALLENGES FACING UNDERGRADUATES ON THE USE OF LIBRARY SERVICES: A CASE STUDY ON FEDERAL UNIVERSITY OF AGRICULTURE, ABEOKUTA

Journal of Agricultural Science and Environment ◽

10.51406/jagse.v15i1.1478 ◽

2016 ◽

Vol 15 (1) ◽

pp. 83-92

Author(s):

A. O. LASODE ◽

F. A. YUSUF ◽

A. B. KOIKI

Keyword(s):

Survey Design ◽

The Other ◽

The Internet ◽

Library Services ◽

Internet Services ◽

Examination Period ◽

Level Of Satisfaction ◽

Descriptive Survey ◽

And Training

This study investigated the challenges facing undergraduates on the use of library services in Federal University of Agriculture, Abeokuta (FUNAAB). The objectives were to assess the attitude and level of satisfaction of undergraduates as well as the challenges they face on the use of library services. This study adopted the descriptive survey design. The sample of 180 respondents, who were undergradu- ates, was randomly selected from all Colleges of the Federal University of Agriculture, Abeokuta. The instrument used to elicit responses from the respondents was a questionnaire designed by the authors while descriptive statistic was employed to analyse the data. Findings of this study revealed that ma- jority of the respondents (55.00%) agreed that there is enough space in the library, 75.00% agreed that there is adequate number of staff in the library, 76.67% agreed that there are spacious shelves to house books, and 85.00% agreed that the library is conducive for learning. On the other hand, majority of the respondents (64.45%) disagreed that the library has current textbooks and 83.89% disagreed that the internet services in the library are accessible. Students«¤?? attitude towards the use of library varied, majority of the respondents (78.33%) agreed that the library is meant for reading or studying and not only during examination period. The major challenges identified by undergraduates in the use of the library services are inadequate up-to-date books in the library and tight academic schedules of students while the minor challenges include poor infrastructural facilities and insufficient space to ac- commodate users. It was recommended that libraries should ensure that adequate orientation and training are given to students on the use of the library services.

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Patchworking Library Services for Invisiblized Youth

The International Journal of Information, Diversity, & Inclusion (IJIDI) ◽

10.33137/ijidi.v3i1.32271 ◽

2019 ◽

Vol 3 (1) ◽

Author(s):

Rae-Anne Montague ◽

Joseph A. Coyle

Keyword(s):

Ad Hoc ◽

Theory And Practice ◽

Local Context ◽

Incarcerated Youth ◽

Library Services ◽

Community Members ◽

Detention Facility ◽

Outreach Programs ◽

Professional Interest

Librarians find themselves continuously challenged to provide a growing range of innovative services. In order to succeed, this complex task is grounded in local context and implemented based on the needs of users, be it students, patrons, clients, or community members. This article considers parameters of and discusses strategies for developing library services to meet the needs of incarcerated youth. How can librarians be effective in serving these young people who have been drawn into atypical realms, away from their communities, away from the Internet? There is a clear and urgent need to provide excellent library services to the approximately 60,000 youth incarcerated across the U. S. Currently, there are groups that emphasize services to these users. For example, Library Services for Youth in Custody (LSYC) is a professional interest group that focuses on providing a network to support these services. Other agencies are also involved, often as part of outreach programs, special projects, or on an ad-hoc basis. Together, these efforts result in a patchwork of services. In this case study, we draw on the experience of several dedicated individuals and groups that work to form a patchwork for building awareness, sharing resources, and meeting the informational needs of incarcerated youth. We critically consider these matters in theory and practice while reflecting back on the ten years of providing library services at a youth detention facility located in the U.S. Midwest; like many similar facilities, it has no librarian, no other library staff, and no regular library budget.

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Social Justice Training in Action: A Counseling Psychologist's Role in a Police-Mental Health Collaborative Serving Disadvantaged Youth

Journal for Social Action in Counseling & Psychology ◽

10.33043/jsacp.8.2.13-31 ◽

2016 ◽

Vol 8 (2) ◽

pp. 13-31

Author(s):

James G Barrett ◽

Chad D Olle

Keyword(s):

Mental Health ◽

Social Justice ◽

Justice System ◽

Juvenile Justice System ◽

Safety Net ◽

Community Collaboration ◽

Agents Of Change ◽

Social Justice Theory ◽

And Training

Training programs in counseling psychology have endeavored to integrate social justice into their curricula and prepare their graduates to be agents of change in their communities (Goodman et al., 2004). However, there is too often a disconnect between social justice theory and training and how these principles are actualized in the community (Beer, Spanierman, Greene, and Todd, 2012). Using a case study of a counseling psychologist’s role in developing and administering Safety Net, a police-mental health collaborative to reduce youth contact with the juvenile justice system, this paper provides an example of a counseling psychologist engaged in a community collaboration and systems advocacy (Lewis, Arnold, House and Toporek, 2002) as integrated parts of his roles as therapist, consultant, and advocate. The authors present the case as an iterative, step-by-step process which can serve as a practical example for professionals and trainees working to translate theory into practice.

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Measuring the effectiveness of theory in action: grass-roots initiatives and social justice for Japan’s Kurdish migrants

Language and Intercultural Communication ◽

10.1080/14708477.2020.1722687 ◽

2020 ◽

Vol 20 (2) ◽

pp. 167-180

Author(s):

Anne Ambler Schluter

Keyword(s):

Social Justice ◽

Grass Roots ◽

Grass Roots Initiatives

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Sex Positivity and Counseling Psychology: An Introduction to the Major Contribution

The Counseling Psychologist ◽

10.1177/0011000017710216 ◽

2017 ◽

Vol 45 (4) ◽

pp. 470-486 ◽

Cited By ~ 16

Author(s):

Theodore R. Burnes ◽

Anneliese A. Singh ◽

Ryan G. Witherspoon

Keyword(s):

Social Justice ◽

Clinical Practice ◽

Counseling Psychology ◽

Theory And Practice ◽

Psychology Programs ◽

Introductory Article ◽

Training And Supervision ◽

History Of ◽

And Training ◽

Counseling Psychologists

In this introduction article to the Major Contribution on sex positivity in counseling psychology, we define sex positivity and its intersections with counseling psychology’s framework of social justice, wellness, and resilience. We describe related foundational aspects of sex positivity that counseling psychologists may integrate into their research and training, theory, and practice. Following this introductory article, the authors of four subsequent manuscripts in this Major Contribution focus on (a) the history of sex positivity in counseling and psychology, (b) training and supervision related to sex positivity in counseling psychology programs, (c) research on sex positivity within counseling psychology, and (d) clinical practice implications of sex positivity in counseling psychology.

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Building an Inclusive Post-Secondary Education Program for Young Adults with Intellectual Developmental Disability

Physical Disabilities Education and Related Services ◽

10.14434/pders.v37i2.25738 ◽

2018 ◽

Vol 37 (2) ◽

pp. 13-33

Author(s):

Joshua N Baker ◽

K. Alisa Lowrey ◽

K. Ryan Wennerlind

Keyword(s):

Higher Education ◽

Young Adults ◽

Postsecondary Education ◽

Developmental Disability ◽

Post Secondary Education ◽

Post Secondary ◽

Grass Roots ◽

Grass Roots Initiatives ◽

Education Opportunity ◽

The U.S

Since the reauthorization of The Higher Education Opportunity Act (HEOA) in 2008, postsecondary programs that include individuals with intellectual developmental disability have seen a phenomenal increase. In 2015, a National Coordinating Center along with 52 Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) were created and funded through the U.S. Department of Education’s Office of Postsecondary Education. Currently, 267 programs are listed on the National Coordinating Center’s website. This is an increase in programs by 500% compared to the number in 2008. As more programs are created with many of them being grass roots initiatives, a basic framework to beginning and supporting these endeavors has been identified. The purpose of this article is to provide a framework to assist those interested in beginning their own inclusive program at an institution of higher education for students with intellectual developmental disability.

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