In Responsibility for Justice, Young states, “ ‘ being born into a historical continuum’ loads onto every person the imperative to take an attitude toward, and often to take specific actions in relation to, wrongs committed by one’s political ancestors” (2011). Teen Dating Violence is a political and social systemic issue. It is tied to gender stereotypes, norms, and perspectives of women, and is linked to the insignificance our society places on social-emotional and mental health. Moreover, these issues are historical and unfortunately continue to exist and harm adolescents today. Therefore, according to Young, it is my imperative to take action and make a change.
But how should I go about making a change? I want my actions to be intentional and to make a difference now, but also in the future. I also want my actions to contribute to the breaking down of structural injustices that constrain and affect individuals involved in teen dating violence. According to Capeheart and Milovanovic, in their book Social Justice: Theories, Issues, and Movements, “Transformative justice theorists seek not only to respond to the immediacy of the conflict or harm but also to situate it in a broader framework addressing structural issues” (2007). In other words, transformative justice promotes the questioning of dominant interests, values, norms, and other ideologies – it challenges the system. Teen dating violence is a systemic issue. It involves individuals, communities and perspectives, all of which need to be addressed and transformed. Thus, I will found my social action plan in transformative justice theory, therefore focus on empowering the individual, transforming perspectives, and recognizing imbalances and political, economic, and social inequalities that exist surrounding the issue of Teen Dating Violence. Furthermore, I want my advocacy work to not simply address immediate needs but begin to change structural injustices and toward a future “that can be made” (Young, 2011). Thus, I will also base my actions in Young’s Social Connection Model which looks at individual responsibility being part of a collective responsibility that produces injustice and, “seeks to assign responsibility for structural injustices…not to compensate for the past, but for all who contribute to processes producing unjust outcomes to work to transform those processes” (2011). In other words, much of my advocacy will be the organization of others so together we can partake in collective action to change these structural processes that produce injustice.
1. As a school psychologist I will have the ability to directly work with students on a day-to-day basis. Therefore, I will work with the principal to implement a curriculum that teaches:
With this education, students will gain knowledge and feel more empowered – empowered not only as an individual but also more confident to speak up when they seem something they know is wrong. This will begin to break down some societal norms and ideas that we have around gender and mental health.
*Although some may argue that Teen Dating Violence is too heavy of a subject, the topics listed above are important for personal growth and development and should be taught from an early age and therefore topics that I believe should be implemented, with some modifications, in elementary-high school.
2. I will also work with the principal and school staff to create more accessible, safe spaces in schools where students can share their needs, concerns, and fears, which will contribute to helping students feel more empowered. Creating such a space will promote an openness and willingness to talk about gender norms as well as issues surrounding students’ social-emotional and mental health.
3. Along with providing education for the students, it is also important that the school staff begin to change their perspective around issues of Teen Dating Violence. As Young states, political responsibility is about “exhorting others to join me in collective action” (2011). Therefore, I will work with the principal to create professional development days for the staff that will focus on teaching the importance of those topics listed above in #1 as well as discuss facts and prevalence of Teen Dating Violence, long-term effects, and how to be an advocate for students. Spreading awareness among the staff will continue my effort to challenge societal norms and ideologies surrounding Teen Dating Violence, gender, and social-emotional and mental health.
4. It is also important that this dialogue surrounding Teen Dating Violence spreads within the greater school community, thus with the parents and families of students. Working with the principal and school staff, I will work to spread awareness with parents and families of students through informational nights and handouts all in an effort to challenge societal norms and ideologies surrounding Teen Dating Violence, gender, and social-emotional and mental health.
5. To begin change at the community level, I will also participate in local End Teen Dating Violence campaigns, volunteer at Help/Crisis Lines, and show my support to the cause by wearing orange during the month of February to spread awareness about Teen Dating Violence.
6. I also want to intervene within politics by changing the law in Washington State which states that adolescents only 16 years and older can obtain a civil protection order in the case of teen dating violence. This law needs to be changed to include younger adolescents who are also shown to be involved in cases of teen dating violence. I will not only vote to change this law but spread awareness in my community about this issue, gathering support.
7. Along with spreading awareness about Teen Dating Violence, I also want to educate my community and start a discussion about transformative justice as an alternative to the traditional justice system. I believe it is necessary that issues within our current judicial system be addressed, while also discussing alternative solutions. I will emphasize the importance of having a dialogue between the victim and the offender and the community in order to better support the victim in their process of healing, while also supporting the offender by giving them the chance to take responsibility for their actions.
References
Capeheart, L. & Milovanovic, D. (2007). Social justice: Theories, issues, and movements. New Brunswick, NJ: Rutgers University Press.
Young, I. M. (2011). Responsibility for justice. New York: Oxford University Press.
But how should I go about making a change? I want my actions to be intentional and to make a difference now, but also in the future. I also want my actions to contribute to the breaking down of structural injustices that constrain and affect individuals involved in teen dating violence. According to Capeheart and Milovanovic, in their book Social Justice: Theories, Issues, and Movements, “Transformative justice theorists seek not only to respond to the immediacy of the conflict or harm but also to situate it in a broader framework addressing structural issues” (2007). In other words, transformative justice promotes the questioning of dominant interests, values, norms, and other ideologies – it challenges the system. Teen dating violence is a systemic issue. It involves individuals, communities and perspectives, all of which need to be addressed and transformed. Thus, I will found my social action plan in transformative justice theory, therefore focus on empowering the individual, transforming perspectives, and recognizing imbalances and political, economic, and social inequalities that exist surrounding the issue of Teen Dating Violence. Furthermore, I want my advocacy work to not simply address immediate needs but begin to change structural injustices and toward a future “that can be made” (Young, 2011). Thus, I will also base my actions in Young’s Social Connection Model which looks at individual responsibility being part of a collective responsibility that produces injustice and, “seeks to assign responsibility for structural injustices…not to compensate for the past, but for all who contribute to processes producing unjust outcomes to work to transform those processes” (2011). In other words, much of my advocacy will be the organization of others so together we can partake in collective action to change these structural processes that produce injustice.
1. As a school psychologist I will have the ability to directly work with students on a day-to-day basis. Therefore, I will work with the principal to implement a curriculum that teaches:
- executive functioning and social skills
- what a healthy relationship looks like
- how to respectfully communicate
- how to responsibly and safely express their feelings
- the importance of mental health
- gender – norms and stereotypes
- how to self-advocate and ask for help
- the importance of speaking up for others
With this education, students will gain knowledge and feel more empowered – empowered not only as an individual but also more confident to speak up when they seem something they know is wrong. This will begin to break down some societal norms and ideas that we have around gender and mental health.
*Although some may argue that Teen Dating Violence is too heavy of a subject, the topics listed above are important for personal growth and development and should be taught from an early age and therefore topics that I believe should be implemented, with some modifications, in elementary-high school.
2. I will also work with the principal and school staff to create more accessible, safe spaces in schools where students can share their needs, concerns, and fears, which will contribute to helping students feel more empowered. Creating such a space will promote an openness and willingness to talk about gender norms as well as issues surrounding students’ social-emotional and mental health.
3. Along with providing education for the students, it is also important that the school staff begin to change their perspective around issues of Teen Dating Violence. As Young states, political responsibility is about “exhorting others to join me in collective action” (2011). Therefore, I will work with the principal to create professional development days for the staff that will focus on teaching the importance of those topics listed above in #1 as well as discuss facts and prevalence of Teen Dating Violence, long-term effects, and how to be an advocate for students. Spreading awareness among the staff will continue my effort to challenge societal norms and ideologies surrounding Teen Dating Violence, gender, and social-emotional and mental health.
4. It is also important that this dialogue surrounding Teen Dating Violence spreads within the greater school community, thus with the parents and families of students. Working with the principal and school staff, I will work to spread awareness with parents and families of students through informational nights and handouts all in an effort to challenge societal norms and ideologies surrounding Teen Dating Violence, gender, and social-emotional and mental health.
5. To begin change at the community level, I will also participate in local End Teen Dating Violence campaigns, volunteer at Help/Crisis Lines, and show my support to the cause by wearing orange during the month of February to spread awareness about Teen Dating Violence.
6. I also want to intervene within politics by changing the law in Washington State which states that adolescents only 16 years and older can obtain a civil protection order in the case of teen dating violence. This law needs to be changed to include younger adolescents who are also shown to be involved in cases of teen dating violence. I will not only vote to change this law but spread awareness in my community about this issue, gathering support.
7. Along with spreading awareness about Teen Dating Violence, I also want to educate my community and start a discussion about transformative justice as an alternative to the traditional justice system. I believe it is necessary that issues within our current judicial system be addressed, while also discussing alternative solutions. I will emphasize the importance of having a dialogue between the victim and the offender and the community in order to better support the victim in their process of healing, while also supporting the offender by giving them the chance to take responsibility for their actions.
References
Capeheart, L. & Milovanovic, D. (2007). Social justice: Theories, issues, and movements. New Brunswick, NJ: Rutgers University Press.
Young, I. M. (2011). Responsibility for justice. New York: Oxford University Press.