Margo A Jackson
Biographic Data
| ID | 3820337 |
|---|---|
| NAME | Margo A Jackson |
| GIVEN NAMES | Margo A |
| FAMILY NAME | Jackson |
| SIGNATURE | JACKSON M A |
| AFFILIATIONS | Fordham University, New York, NY, USA |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 13 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
A Qualitative Examination of Dialogical Elements in Anti-Racist Deep Canvassing Conversations
This community-based action research study aimed to better understand the dialogical process underlying deep canvassing (Denizet-Lewis, 2016), a social justice intervention technique for engaging in nonconfrontational discussions designed to constructively challenge prejudicial attitudes. Previously, it has been suggested, but not demonstrated, that cognitive dissonance and perspective taking may serve as the mechanisms of change that facilitate …
Integrating Master’s Education in Counseling Psychology for Quality, Viability, and Value Added
In this rejoinder, we review contributions by Palmer and Horne of their responses to our earlier submission in this issue. Together, we present a compelling case for the urgent imperative to constructively address the role of master’s education as a priority in counseling psychology. We not only need to address pressing threats to the viability of counseling psychology but also need to seize opportunities to enhance the quality and value added in…
Quality of Master’s Education: A Concern for Counseling Psychology
The authors offer an analysis of current challenges and opportunities regarding the long-standing issue about the quality and status of master’s education relevant to training and practice in counseling psychology. Highlighted are historical context, controversies regarding licensure and accreditation (e.g., the 2009 Council for Accreditation of Counseling and Related Educational Programs standard that bans counseling psychology faculty as core),…
Career-Related Success-Learning Experiences of Academically Underachieving Urban Middle School Students
Evidence has supported the effectiveness of educational and psychosocial interventions that include strengths and promote the competence enhancement of schoolchildren. Nevertheless, students in low-income, culturally diverse urban schools who are academically underachieving may be the least likely but most in need to experience feedback about their strengths and potential competence for academic and career development. In the context of providing…
Biculturalism and Academic Achievement of African American High School Students
Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism. Implications and future research are discussed.Se examinó el biculturalismo como un factor que puede afectar po…
Quality of Master’s Education: A Concern for Counseling Psychology
The authors offer an analysis of current challenges and opportunities regarding the long-standing issue about the quality and status of master’s education relevant to training and practice in counseling psychology. Highlighted are historical context, controversies regarding licensure and accreditation (e.g., the 2009 Council for Accreditation of Counseling and Related Educational Programs standard that bans counseling psychology faculty as core),…
A Qualitative Examination of Dialogical Elements in Anti-Racist Deep Canvassing Conversations
This community-based action research study aimed to better understand the dialogical process underlying deep canvassing (Denizet-Lewis, 2016), a social justice intervention technique for engaging in nonconfrontational discussions designed to constructively challenge prejudicial attitudes. Previously, it has been suggested, but not demonstrated, that cognitive dissonance and perspective taking may serve as the mechanisms of change that facilitate …
Integrating Master’s Education in Counseling Psychology for Quality, Viability, and Value Added
In this rejoinder, we review contributions by Palmer and Horne of their responses to our earlier submission in this issue. Together, we present a compelling case for the urgent imperative to constructively address the role of master’s education as a priority in counseling psychology. We not only need to address pressing threats to the viability of counseling psychology but also need to seize opportunities to enhance the quality and value added in…
Career-Related Success-Learning Experiences of Academically Underachieving Urban Middle School Students
Evidence has supported the effectiveness of educational and psychosocial interventions that include strengths and promote the competence enhancement of schoolchildren. Nevertheless, students in low-income, culturally diverse urban schools who are academically underachieving may be the least likely but most in need to experience feedback about their strengths and potential competence for academic and career development. In the context of providing…
Biculturalism and Academic Achievement of African American High School Students
Biculturalism was examined as a factor that may positively affect the academic achievement of African American high school students, beyond cultural identity and self-esteem. Hierarchical regression analyses determined that cultural identity and academic self-esteem were important factors for academic achievement, but not biculturalism. Implications and future research are discussed.Se examinó el biculturalismo como un factor que puede afectar po…
Quality of Master’s Education: A Concern for Counseling Psychology
The authors offer an analysis of current challenges and opportunities regarding the long-standing issue about the quality and status of master’s education relevant to training and practice in counseling psychology. Highlighted are historical context, controversies regarding licensure and accreditation (e.g., the 2009 Council for Accreditation of Counseling and Related Educational Programs standard that bans counseling psychology faculty as core),…
Integrating Master’s Education in Counseling Psychology for Quality, Viability, and Value Added
In this rejoinder, we review contributions by Palmer and Horne of their responses to our earlier submission in this issue. Together, we present a compelling case for the urgent imperative to constructively address the role of master’s education as a priority in counseling psychology. We not only need to address pressing threats to the viability of counseling psychology but also need to seize opportunities to enhance the quality and value added in…
A Qualitative Examination of Dialogical Elements in Anti-Racist Deep Canvassing Conversations
This community-based action research study aimed to better understand the dialogical process underlying deep canvassing (Denizet-Lewis, 2016), a social justice intervention technique for engaging in nonconfrontational discussions designed to constructively challenge prejudicial attitudes. Previously, it has been suggested, but not demonstrated, that cognitive dissonance and perspective taking may serve as the mechanisms of change that facilitate …
Psychology (5 works) · Applied Psychology (3 works) · Applied Psychology (3 works) · Medical education (3 works) · Academic and Historical Perspectives in Psychology (2 works) · Accreditation (2 works) · Counseling Practices and Supervision (2 works) · Counseling psychology (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works)