Inclusive Practices in Institutions of Higher Education

In this chapter, the author will highlight some of the hurdles students with disabilities (SWDs) face in institutions of higher education (IHEs) and share some recommendations on how best faculty and staff can support SWDs matriculating through their programs and graduate on time with a baccalaureate degree. The author addresses concepts such as resilience, deficit models, instructional roles (instructor versus facilitator), myths, and misconceptions of working with SWDs, social justice, advocacy, public policy reform, and inclusive models for IHEs. In this chapter, the author approaches these concepts by illustrating the social justice notions related to identity and access to IHE as experienced by SWDs. The author considers whether institutions perceive some programs as unsuitable for some SWDs or whether SWDs perceive some courses as inaccessible, hence not worth pursuing.

The Restorative Justice Attitudes Scale: Development and Initial Psychometric Evaluation

Restorative justice as an applied and theoretical construct has received growing public attention; yet, little research on restorative justice has been conducted within psychology, including counseling psychology—a subfield devoted to social justice, advocacy, and the promotion of human rights and dignity for all people. This may in part be due to the lack of established empirical measurement concerning restorative justice. We developed the Restorative Justice Attitudes Scale (RJAS) using data collected from 650 US adults. Exploratory analyses yielded a 5-factor structure composed of 20 items within five dimensions: (a) Empathic Understanding, (b) Harm and Needs, (c) Restoration Processes, (d) Accountability, and (e) Community Engagement. However, confirmatory analyses suggested the use of a total scale score. Evidence of construct validity was established as the RJAS score was related to measures of empathy and perspective-taking. We discuss implications for the use of the RJAS in practice, advocacy, education, training, and research.

Pedagogical Approaches to Human Trafficking Through Applied Research Laboratories

Human trafficking is a phenomenon that lends itself to hands-on pedagogical practices and undergraduate research that, in turn, can create localised knowledge with anti-trafficking stakeholders. Research labs focused on human trafficking are one-on-one or small group applied research settings that build a bridge between the university and anti-trafficking stakeholders over multiple semesters. In this paper, I argue that one way of involving students in the anti-trafficking field is through research laboratories, like the Human Trafficking Research Lab (HTRL) at Millikin University. I explore how the HTRL develops pedagogical practices to enable students to work collaboratively with a faculty member and carry out the research process from idea to final draft. Multiple learning outcomes were found, including mentorship, a larger understanding of political science as a discipline, data compilation, presentation and critical thinking skills, and job or graduate school placement. I determined that the HTRL at Millikin offers students hands-on experience with community-engaged projects, including grappling with the ethical implications of knowledge production in social justice advocacy.

A-13 Stepping into Action: The Role of Neuropsychologists in Social Justice Advocacy

Objective The current pandemic shed a necessary light on chronic systemic inequities. Despite awareness of the importance of diversity, equity, social justice, and advocacy, actionable change has been slow. The field of neuropsychology and psychology were founded on principles of universal rights for all humans, yet it has largely neglected social justice activities. Social justice and advocacy efforts are not universally embedded in education/training curriculums, nor in licensure requirements. If the field is pledging to move towards equity, systemic change is required. We offer practical considerations on how advocacy can lead neuropsychologists toward equity and social justice. Data Selection A review of the literature on racism, social justice, and health/mental health disparities, was conducted in the fields of neuropsychology, clinical psychology, counseling psychology, medicine, and public health, to form a systems-based approach to advocacy with actionable steps that can be taken by all. Tenents of critical consciousness, transformative learning, transformative justice and socially responsible neuropsychology emerged. Data Synthesis We utilize an ecological systems framework (microsystem, mesosystem, exosystem, and macrosystem levels) to provide a graded, developmental approach for transitioning to a social change agent. Recommendations are offered to provide guidance on addressing inequities at multiple levels in an effort to uphold human rights and protection of all. Conclusion Neuropsychology has the opportunity to blaze a new trail that can effectively protect, include, and nurture all of its constituents equitably rather than equally. Transforming our field is possible through stepping into action by equipping our trainees and professionals with the tools to become agents of social change.