Overview

According to the Convention on the Rights of the Child, the goal of a social justice approach for children is to ensure that children “are better served and protected by justice systems, including the security and social welfare sectors.” Despite this worthy goal, the UN documents how children are rarely viewed as stakeholders in justice rules of law; child justice issues are often dealt with separate from larger justice and security issues; and when justice issues for children are addressed, it is often through a siloed, rather than a comprehensive approach. This volume actively challenges the current youth social justice paradigm through terminology and new approaches that place children and young people front and center in the social justice conversation. Through international consideration, children and young people worldwide are incorporated into the social justice conversation.

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9781108447034

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Caroline S. Clauss-Ehlers is Associate Professor and Program/Clinical Coordinator for the Programs in School Counseling and Counseling Psychology in the Department of Educational Psychology at Rutgers, The State University of New Jersey. Her research and writing focuses on cultural resilience, trauma, bilingualism, and work with children and their families within diverse community contexts. She has edited/co-edited/authored four books and numerous articles in this area. Dr. Clauss-Ehlers served as Chair of the APA Task Force on Re-envisioning the Multicultural Guidelines for the 21st Century, a group who wrote the Multicultural Guidelines: An Ecological Approach to Context, Identity, and Intersectionality (2017). Dr. Aradhana Bela Sood is a senior professor of Child Mental Policy at Virginia Commonwealth University. She has spent 30 years providing tertiary care to children with serious emotional disturbance and in the past decade shifted her focus to prevention efforts particularly in under-resourced populations. Recognized for her contributions to public mental health work by state and national organizations, her prevention efforts span infancy, childhood and transition age youth. She has edited two books on mental health policy and prevention in children's mental health. Mark D. Weist is a Professor in Clinical-Community and School Psychology in the Department of Psychology at the University of South Carolina. In his prior position at the University of Maryland, he founded the Center for School Mental Health, providing leadership to the advancement of school mental health (SMH) policies and programs. He has edited or developed 12 books and has published and presented widely on diverse topics in SMH. He is currently co-leading a regional conference and leading two randomized controlled trials focused on improving the effectiveness and impact of SMH.

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