AI Article Synopsis
- The authors describe their efforts to modify a graduate community psychology class to fit a healing justice model, initiated due to the impacts of the COVID-19 pandemic.
- They outline key aspects of the healing justice model, which emphasizes radical healing and collective action in a supportive setting.
- The changes made to the course included incorporating student check-ins, redesigning the syllabus, and implementing service projects that address the needs of marginalized communities, highlighting the importance of universal design in teaching practices.
Article Abstract
In this first-person account, we describe the changes we made to align our graduate student-level community psychology class with a healing justice model. We undertook this intervention because the class started in March, at the beginning of the COVID-19 pandemic stay-at-home directive in our region. We describe the facets of a healing justice model, which promotes radical healing and collective action in a trauma-informed environment. We then discuss the changes we made to the class to better align with healing justice, including how enrolled students (i.e., co-authors) experienced the process of the course (e.g., reworking the syllabus, starting class with check-ins and an exercise to engage our parasympathetic nervous systems), as well as the content of the course (e.g., service projects to support people who are undocumented, unhoused, or minoritized in other ways; photovoice). We end with implications for teaching community psychology, including the importance of universal design, and for scholar-activist PhD programs.
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|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC8426737 | PMC |
| http://dx.doi.org/10.1002/ajcp.12524 | DOI Listing |
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