Fieldwork Using the Professional Development Schools Model: Developing a Social Justice Orientation and Multicultural Competency

Practicum fieldwork was conducted in an urban high school setting using a Professional Development Schools (PDS) model, with a focus on multicultural and social justice counseling competencies (MSJCC). Interpretative phenomenological analysis was used to analyze the journal responses of 16 counseling students to ascertain MSJCC development during fieldwork. Themes emerged related to multicultural counseling skills, self‐awareness, understanding educational inequities, and serving as agents of change. Implications of using a PDS model in counselor training are explored. Se llevó a cabo un trabajo de campo en práctica clínica en una escuela secundaria usando un modelo de Escuelas de Desarrollo Profesional (PDS, por sus siglas en inglés), con un enfoque en las competencias en consejería multicultural y de justicia social (MSJCC, por sus siglas en inglés). Se empleó un análisis fenomenológico interpretativo para analizar las respuestas registradas de 16 estudiantes de consejería para determinar el desarrollo de las MSJCC durante el trabajo de campo. Surgieron temas relacionados con las habilidades en consejería multicultural, la autoconciencia, la comprensión de desigualdades educativas, y la actuación como agentes de cambio. Se exploran las implicaciones de usar un modelo PDS en la formación de consejeros.     

From criticism to approval: A reconsideration of Ji’s Yogācāra position on Madhyamaka

Madhyamaka and Yogācāra are two Mahāyāna schools which have distinct systems. In the seventh century East Asia, the doctrinal distinction between the two schools was received as doctrinal contrast in the polemic circumstance of Emptiness-Existence (C. kongyou 空有) controversy. In this context, Ji 基 (632–682), the putative founder of East Asian Yogācāra school, has been normally considered by scholars to have advocated ‘Existence’ (viz., Yogācāra) in opposition to ‘Emptiness’ (viz., Madhyamaka). It is problematic, however, to brand Ji’s Yogācāra position simply as anti-Madhyamaka. Although Ji evidently expresses evident criticism on such a Madhyamaka exegete as Bhāvaviveka (ca. 500–570) in some of his works, he also describes Bhāvaviveka in an amicable or even respective way in other works. By analyzing Ji’s extant works, this article argues that Ji’s scholastic attitude toward Madhyamaka changed from criticism to approval.     

Narrative Approaches to Organizational Development: A Case Study of Implementation of Collaborative Helping

Across North America, community agencies and state/provincial jurisdictions are embracing family‐centered approaches to service delivery that are grounded in strength‐based, culturally responsive, accountable partnerships with families. This article details a collaborative consultation process to initiate and sustain organizational change toward this effort. It draws on innovative ideas from narrative theory, organizational development, and implementation science to highlight a three component approach. This approach includes the use of appreciative inquiry focus groups to elicit existing best practices, the provision of clinical training, and ongoing coaching with practice leaders to build on those better moments and develop concrete practice frameworks, and leadership coaching and organizational consultation to develop organizational structures that institutionalize family‐centered practice. While the article uses a principle‐based practice framework, Collaborative Helping, to illustrate this process, the approach is applicable with a variety of clinical frameworks grounded in family‐centered values and principles.