Academic literature on the topic 'Social liberation psychology'
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Journal articles on the topic "Social liberation psychology"
Alsup, Royal Earl. "Liberation Psychology." Journal of Humanistic Psychology 49, no. 4 (April 27, 2009): 388–408. http://dx.doi.org/10.1177/0022167809335361.
Full textde Oliveira, João Manuel, Sofia Neves, Conceição Nogueira, and Marijke De Koning. "Present but Un-named: Feminist Liberation Psychology in Portugal." Feminism & Psychology 19, no. 3 (July 23, 2009): 394–406. http://dx.doi.org/10.1177/0959353509105631.
Full textBurton, Mark. "Liberation psychology: a constructive critical praxis." Estudos de Psicologia (Campinas) 30, no. 2 (June 2013): 249–59. http://dx.doi.org/10.1590/s0103-166x2013000200011.
Full textBurton, Mark, and Carolyn Kagan. "Liberation social psychology: learning from Latin America." Journal of Community & Applied Social Psychology 15, no. 1 (2004): 63–78. http://dx.doi.org/10.1002/casp.786.
Full textRussell, Glenda, and Janis Bohan. "Liberating psychotherapy: Liberation psychology and psychotherapy with LGBT clients." Journal of Gay & Lesbian Mental Health 11, no. 3 (2007): 59–75. http://dx.doi.org/10.1080/19359705.2007.9962483.
Full textEpstein, Shira Eve. "Liberation psychology and urban civic education." Citizenship Teaching & Learning 14, no. 1 (March 1, 2019): 47–65. http://dx.doi.org/10.1386/ctl.14.1.47_1.
Full textMontiel, Cristina Jayme, and Abilio Belo. "Social Psychology of East Timor's Nonviolent Democratic Transition: View From the Inside." Journal of Pacific Rim Psychology 2, no. 1 (March 1, 2008): 1–8. http://dx.doi.org/10.1375/prp.2.1.1.
Full textPrilleltensky, Isaac, and Ora Prilleltensky. "Synergies for Wellness and Liberation in Counseling Psychology." Counseling Psychologist 31, no. 3 (May 2003): 273–81. http://dx.doi.org/10.1177/0011000003031003002.
Full textMoane, Geraldine. "Applying psychology in contexts of oppression and marginalisation: Liberation psychology, wellness, and social justice." Irish Journal of Psychology 29, no. 1-2 (January 2008): 89–101. http://dx.doi.org/10.1080/03033910.2008.10446276.
Full textCollins, Charles R., Danielle Kohfeldt, and Mariah Kornbluh. "Psychological and political liberation: Strategies to promote power, wellness, and liberation among anti‐racist activists." Journal of Community Psychology 48, no. 2 (October 14, 2019): 369–86. http://dx.doi.org/10.1002/jcop.22259.
Full textDissertations / Theses on the topic "Social liberation psychology"
Calloway, Jonathan. "Ending Structural Violence: A Rawlsian Approach to Liberation Theology." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/honors/11.
Full textBrigham, Stephen. "Limitations of reason and liberation of absurdity reason and absurdity as means of personal and social change: case study: psychotherapy /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060320.161119/index.html.
Full textMorris, Gabrielle N. "Cultivating Liberation: The Effects of Collective Shaping on Context and Power Dynamics within Social Justice Narratives." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1707279/.
Full textNuckels, Cuevas Ashley M. ""Loosey goosey" liberation: A critical feminist ethnographic study of the community created through the safe spaces of book clubs." Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/202.
Full textSilva, Gracia C. "Solidarity Networks: Trajectories of Nicaraguan Political Refugees in Costa Rica." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1595846041204465.
Full textBhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
Full textEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Moreira, Ana Paula Gomes. "Situa??o-limite na educa??o infantil: contradi??es e possibilidades de interven??o." Pontif?cia Universidade Cat?lica de Campinas, 2010. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/263.
Full textThis work is circumscribed within the framework of School Psychology, as a field of application, research and intervention. Its development tried to discuss the application of the concept of limit-situation, created by Ignacio Mart?n-Bar?, to the context of early childhood education. The limit-situation refers to the situation that somehow plays negative impact to the development of children. We believe the development process as a dynamic and historically process detailed, so the discussion is linked to notions of risk, protection, vulnerability and resilience. Based on the principles of Liberation Social Psychology and the Historical and Dialectical Materialism, we made an analysis of field diaries produced by professionals of psychology who worked in an Municipal Kindergarten School during 2008 and 2009. Then, we delimited the dimensions of everyday life or elements of reality that characterized the occurrence of limit-situations in the view of key agents involved with the Early Childhood Education: psychology professionals, educators and families and / or children. This elements emphasizes the dimensions of violence, conflicting relations between the educational team members and breakdown of education politics.
Este trabalho est? circunscrito nos marcos da Psicologia Escolar, enquanto ?rea de aplica??o, pesquisa e interven??o. A sua realiza??o buscou discutir a aplica??o do conceito de situa??o-limite, delineado por Ign?cio Mart?n-Bar?, ao contexto da Educa??o Infantil. A situa??o-limite refere-se ? situa??o que, de alguma forma, exerce impacto negativo sobre o desenvolvimento das crian?as. Entendemos o processo de desenvolvimento como din?mico e historicamente circunstanciado e, portanto, a discuss?o sobre situa??es-limite no ?mbito do desenvolvimento est? vinculada ?s no??es de risco, prote??o, vulnerabilidade e resili?ncia. Fundamentados nos princ?pios da Psicologia Social da Liberta??o e do Materialismo Hist?rico e Dial?tico, realizamos a an?lise dos di?rios de campo produzidos por profissionais de psicologia que atuaram em uma Institui??o Municipal de Educa??o Infantil no per?odo de 2008 a 2009. Delimitamos, por meio de um processo construtivo-interpretativo, grandes categorias referentes aos elementos da realidade que caracterizassem a ocorr?ncia de situa??es-limite na vis?o dos principais agentes envolvidos com a Educa??o Infantil: os pr?prios profissionais de psicologia, os educadores e a as fam?lias e/ou crian?as. A elabora??o de tais categorias demonstra que estes elementos referem-se, prioritariamente, ? dimens?es de viol?ncia, rela??es conflituosas entre os membros da equipe educativa e desagrega??o das pol?ticas de educa??o.
Pereira, Thiago Sant Anna. "Projeto ético-político da Psicologia da Libertação: perspectiva histórica." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/17027.
Full textThe objective of this research is - through historical research to understand the process of construction of the ethical-political project of the Liberation Psychology, in the textual work of Ignacio Martín-Baró. We used the materialism historical-dialectical as the theoretical referential. From our main research we have unfolded the following specific goals: a) understanding the historical roots of Martin-Baró´s thoughts b) identification of the main concepts of this author in the construction of a Liberation Psychology. The intellectual formation of Martín-Baró gave him a theoretical versatility uncommon in the recent history of Latin American´s psychosocial theories. His ethical-political project was directly influenced by horizon (quefazer) named by himself liberation. The concept was born of Latin American Liberation Theology, however his theory gives concrete connotation to it - it is not, just metaphysics liberation, but of the conditions of socio-political and economic oppressions. Beyond the Liberation Theology, Martín-Baró was influenced by existentialism and psychoanalysis (at first), later (more clearly) by the marxist theories. His theoretical project is characterized as revisionist-critical, and its ethics are based on the defense of specific interests of the exploited classes. The main concepts / categories and elements studied were: awareness, group processes, activity-conduct-attitude-action-political behavior, socialization, identity, ideology-ideologization, public opinion, fatalism, power, violence, specifics of war, religion, university and liberation. We also expose the ontological foundations that sustain its theoretical support. For Martín-Baró, the psychology science cannot be asked to intervene in socioeconomic mechanisms that promote inequality, but is encouraged to intervene in the subjective processes of scientific legitimation that support them. This work builds on and integrates researches done by NEHPSI (Núcleo de Estudos de História da Psicologia), which maintain a group of researchers focused on the study of Psychology from Latin America
O objetivo geral desta dissertação é - por meio de pesquisa histórica - apreender o processo de construção do projeto ético-político da Psicologia da Libertação na obra textual de Ignacio Martín-Baró. Para tanto, utilizamos o materialismo histórico-dialético como referencial teórico. Do norteamento principal desdobraram-se os seguintes objetivos específicos: a) apreensão das raízes históricas do pensamento de Martín-Baró; b) identificação dos principais conceitos do autor na construção de uma Psicologia da Libertação. A formação acadêmica de Martín-Baró possibilitou versatilidade teórica incomum na história recente das teorias psicossociais latino-americanas. Seu projeto ético-político foi influenciado diretamente pelo horizonte de quefazer denominado, por ele mesmo, de Libertação. O conceito foi cunhado da Teologia (latino-americana) da Libertação; entretanto sua teoria dá conotação concreta a ele não se trata, apenas, de libertação metafísica; mas sim das condições de opressão sociopolítico e econômicas. Além da Teologia da Libertação, Martín-Baró sofre influência do existencialismo e da psicanálise (num primeiro momento de sua obra), posteriormente (de forma mais nítida) de teorias marxistas. Seu projeto teórico caracteriza-se como revisionista-crítico; e sua ética baseia-se na defesa dos interesses concretos das classes exploradas. Os principais conceitos/categorias estudados foram: conscientização, atividade-conduta-atitude-ação-comportamento, identidade-socialização, ideologia-desideologização, opinião pública, fatalismo, processos grupais, poder, violência, guerra-especificidades da guerra, religião, educação-universidade e libertação. Expomos também os fundamentos ontológicos que sustentam seu edifício teórico. Para Martín-Baró a Psicologia pode não ser convidada a intervir nos mecanismos socioeconômicos que promovem desigualdade social, porém é incitada a intervir nos processos subjetivos de legitimação científica que os sustentam. Este trabalho dá continuidade e integra pesquisas feitas pelo NEHPSI (Núcleo de História da Psicologia da PUC-SP); que mantêm um grupo de pesquisadores voltados para o estudo sobre Psicologia desde América Latina
Ribeiro, Maisa Elena. "Psicologia no Sistema ?nico de Assist?ncia Social: reflex?es cr?ticas sobre a??es e dilemas profissionais." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/322.
Full textPontif?cia Universidade Cat?lica de Campinas
After the National Policy of Social Assistance (PNAS) approval in 2004 and the implementation of the Unified Social Assistance System (SUAS), the psychologist became a technical team member for this public policy services, launching officially a new work field. With this participation, the psychologist deals with the popular class demands, demanding from Psychology as science and profession new conceptions and practices that can contribute in an effective way for social change and better quality of life for the target users of these services. The aim of this research was to question the psychologist presence and work in the SUAS, to reflect and discuss critically about the actions, problems and dilemmas faced by the professional in this context. It is a qualitative research based on the principals of Dialectical and Historical Materialism, where analyses of the following sources of information were carried through: technical references from the Federal Psychology Council (CFP); field diaries composed by the researcher with reflections about the participation in public events on this theme (seminars, forums, debates, etc.). The analyses of these materials showed the contradictions between what is proposed by the PNAS and the CPF orientations, with what is carried through and experienced by the professionals practice. The research results revealed that although the SUAS participation presents a new work field for the psychologist, these professionals still reproduce old practices. This affirmation is due to the identification of actions that maintain a traditional psychology perspective that tend to focus in individual and subjective aspects to understand people s problems. In addition, the professionals complained about their education and the lack of a space for discussions about their practice, what often results in actions that don t achieve their intended goals. Apart form the education problem, which doesn t encompass this new context and field of work, the professional encounters in the SUAS services problems such as: inadequate work conditions due to the lack of physical infrastructure required for the services operation, also precarious working attachments. However despite the problems, the research also identified practices that converge with the SUAS demands such as: community participation and group works with a collective and participative bias. Furthermore, it was identified some strategies to overcome problems and dilemmas through collective organization and political participation of some professionals, for example, the SUAS workers forum.
A partir da aprova??o da Pol?tica Nacional de Assist?ncia Social (PNAS) em 2004 e implementa??o do Sistema ?nico de Assist?ncia social (SUAS), o psic?logo comp?e as equipes t?cnicas dos servi?os dessa pol?tica p?blica, inaugurando oficialmente um novo campo de atua??o. Com essa inser??o, o psic?logo lida com demandas das classes populares, o que exige da psicologia, como ci?ncia e profiss?o, novas concep??es e pr?ticas que possam contribuir de forma efetiva para mudan?a social e melhoria da qualidade vida do p?blico-alvo destes servi?os. O objetivo dessa pesquisa foi problematizar a inser??o e atua??o do psic?logo no SUAS, para refletir e discutir criticamente sobre as a??es, problemas e dilemas enfrentados pelo profissional nesse contexto. Trata-se de uma pesquisa qualitativa fundamentada no Materialismo Hist?rico Dial?tico, em que foram realizadas an?lises das seguintes fontes de informa??o: Refer?ncias T?cnicas do Conselho Federal de Psicologia (CFP); e Di?rios de Campo constru?dos a partir das reflex?es da pesquisadora durante a participa??o em eventos p?blicos sobre o tema (semin?rios, f?runs, debates etc.). As an?lises desses materiais explicitaram as contradi??es entre o que ? proposto pela PNAS e nas orienta??es do CFP com o que ? realizado e vivenciado pelos profissionais na pr?tica. Os resultados da pesquisa apontaram que apesar da inser??o no SUAS representar um novo espa?o de atua??o para o psic?logo, os profissionais ainda reproduzem velhas pr?ticas. Tal afirma??o deve-se ? identifica??o de a??es que mant?m a perspectiva de uma psicologia tradicional que tende a deter-se apenas aos aspectos individuais e subjetivos para a compreens?o dos problemas das pessoas. Ademais, os profissionais queixaram-se da sua forma??o e da falta de espa?o para discutir sua pr?tica, o que, muitas vezes, faz com que a repercuss?o de suas a??es n?o atinja os objetivos almejados. Al?m do problema da forma??o, que n?o atende a esse novo contexto de atua??o, o profissional ainda encontra nos servi?os do SUAS diversas outras dificuldades como por exemplo: condi??es inadequadas de trabalho devido ? falta de infraestrutura f?sica para funcionamento dos servi?os e v?nculos de trabalho precarizados. No entanto, a pesquisa identificou tamb?m pr?ticas convergentes com as demandas do SUAS como: a inser??o na comunidade e trabalhos em grupos com um vi?s mais participativo e coletivo. Foram ainda identificadas algumas estrat?gias de supera??o dos problemas e dilemas por meio da organiza??o coletiva e da participa??o pol?tica de alguns profissionais, como por exemplo, os f?runs de trabalhadores do SUAS.
Moreira, Ana Paula Gomes. "Situa??o-limite e pot?ncia de a??o: atua??o preventiva cr?tica em psicologia escolar." Pontif?cia Universidade Cat?lica de Campinas, 2015. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/472.
Full textUniversidade Estadual Paulista J?lio de Mesquita Filho
This research discusses the meaning of critical activities in the field of School Psychology from the concept of limit-situation outlined by Ignacio Mart?n-Bar? in the framework of Social Liberation Psychology. We start from the understanding that the absence of the school psychologist in the public school configures a gap between the critical perspective announced for the area and its characterization in practice. Assuming praxis as an ethical-political position we take our insertion into a Municipal Public Elementary School as a condition for considering this issue. Aiming to characterize or define which means the school psychologist s critical intervention we have proposed a counterpoint between the limit-situation category constructed by Ignacio Mart?n-Bar? within Social Liberation Psychology and some concepts developed by L. S. Vigotski in the framework of Cultural Historical Psychology. From this both ideas, considering the school as an environment that produces development we understand that limit-situations build a synthesis between events that indicate injury or difficulty to children s development and their possibilities, overcoming or reconfiguration. We talk about critical moments in the lives of school children which, dialectically, keeps the possibility of change in relationship with others. We defend the thesis that the psychologist s actions, daily at school, when directed by the identification and characterization of limit-situations can promote children s development in this context and thus reveal the meaning of what we call critical preventive intervention. The evidence supporting this thesis are organized in the methodological model we present in the basis of Historical Dialectical Materialism: scenes of everyday school s life. For this we prepared summaries of our actions in school and took them as a source for the design of real life stories acts. These act s construction was guided by the limit-situation as a unit of analysis. From the acts we have taken scenes and inside the scenes we analyzed the dynamic of limit-situations. At the end, we concluded that being daily in the school is a necessity for the psychology who wants to act critically.
Este trabalho discute o sentido da atua??o cr?tica no campo da Psicologia Escolar a partir do conceito de situa??o-limite delineado por Ignacio Mart?n-Bar? no ?mbito da Psicologia Social da Liberta??o. Partimos da compreens?o de que a aus?ncia do psic?logo escolar na escola p?blica instaura uma lacuna entre a perspectiva cr?tica anunciada pela ?rea e a sua caracteriza??o na pr?tica. Assumindo a pr?xis como uma posi??o ?tico-pol?tica, tomamos nossa inser??o em uma Escola P?blica Municipal de Ensino Fundamental como condi??o para a considera??o desta quest?o. Com o objetivo de caracterizar o que significa a atua??o cr?tica do psic?logo escolar, propusemos uma s?ntese entre a categoria situa??o-limite constru?da por Ignacio Mart?n-Bar? e alguns conceitos elaborados por L. S. Vigotski no aporte da Psicologia Hist?rico-Cultural. A partir desta s?ntese, considerando a escola como espa?o de promo??o de desenvolvimento, compreendemos que as situa??es-limite s?o aquelas que estruturalmente significam preju?zo, dificuldade ou impedimento para o desenvolvimento das crian?as, mas que, incorporadas ?s situa??es sociais de desenvolvimento, delimitam suas possibilidades de supera??o ou reconfigura??o. Falamos de momentos cr?ticos na vida escolar das crian?as que, dialeticamente, guardam a possibilidade de modifica??o na rela??o com os outros. Defendemos a tese de que as a??es do psic?logo, inseridas no cotidiano da escola, quando orientadas pela identifica??o e caracteriza??o das situa??es-limite, passam a constituir uma atividade favorecedora do desenvolvimento das crian?as neste contexto e, assim, delimitam o sentido do que chamamos de atua??o preventiva cr?tica. As evid?ncias que sustentam esta tese est?o organizadas no modelo metodol?gico que constru?mos ? base do Materialismo Hist?rico-Dial?tico: as cenas do cotidiano escolar. Para isso, elaboramos di?rios de campo como s?nteses de nossas a??es na escola e os tomamos como fonte para o delineamento de atos ou hist?rias da vida real dos atores do cen?rio escolar. Este delineamento foi iluminado pelo conceito de situa??o-limite como dimens?o de significa??o para a an?lise dos sentidos contidos nos di?rios de campo. Destes atos extra?mos cenas e dedicamo-nos ? an?lise das situa??es-limite objetivadas como dimens?es singulares, confrontadas com as particularidades que as constitu?ram. Esta an?lise concluiu que estar no cotidiano da escola ? condi??o para que o psic?logo atue criticamente no processo de desenvolvimento das crian?as no cen?rio escolar.
Books on the topic "Social liberation psychology"
Martín-Baró, Ignacio. Writings for a liberation psychology. Cambridge, Mass: Harvard University Press, 1994.
Find full textComas-Díaz, Lillian, and Edil Torres Rivera, eds. Liberation psychology: Theory, method, practice, and social justice. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000198-000.
Full textHelene, Shulman, ed. Toward psychologies of liberation. New York: Palgrave Macmillan, 2008.
Find full textPh.D Virgilio Gaspar Enriquez. From colonial to liberation psychology: The indigenous perspective in Philippine psychology. [Singapore]: Southeast Asian Studies Program, 1988.
Find full textCultural identity and social liberation in Latin American thought. Albany: State University of New York Press, 1993.
Find full textLove in a time of hate: Liberation psychology in Latin America. New Brunswick, N.J: Rutgers University Press, 1997.
Find full textSharp, Gene. SELF-Liberation: A guide to strategic planning for action to end a dictatorship or other oppression. East Boston, Mass: Albert Einstein Institution, 2010.
Find full textMoane, Geraldine. Gender and colonialism: A psychological analysis of oppression and liberation. Edited by Campling Jo. New York: St. Martin's Press, 1999.
Find full textLiberation and its limits: The moral and political thought of Freud. Boston: Beacon Press, 1986.
Find full textThe A to Z of the lesbian liberation movement: Still the rage. Lanham, Md: Scarecrow Press, 2009.
Find full textBook chapters on the topic "Social liberation psychology"
Burton, Mark, and Carolyn Kagan. "Towards a Really Social Psychology: Liberation Psychology Beyond Latin America." In Psychology of Liberation, 51–72. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-85784-8_3.
Full textTorres Rivera, Edil. "Concepts of liberation psychology." In Liberation psychology: Theory, method, practice, and social justice., 41–51. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000198-003.
Full textQuiñones-Rosado, Raúl. "Liberation psychology and racism." In Liberation psychology: Theory, method, practice, and social justice., 53–68. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000198-004.
Full textHernández, Eneiza. "New Challenges for the Psychology of Liberation: Building Frameworks for Social Coexistence." In Psychology of Liberation, 259–76. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-85784-8_14.
Full textJiménez-Domínguez, Bernardo. "Ignacio Martín-Baró’s Social Psychology of Liberation: Situated Knowledge and Critical Commitment Against Objectivism." In Psychology of Liberation, 37–50. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-85784-8_2.
Full textComas-Díaz, Lillian. "Liberation psychotherapy." In Liberation psychology: Theory, method, practice, and social justice., 169–85. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000198-010.
Full textBurton, Mark, and Raquel Guzzo. "Liberation psychology: Origins and development." In Liberation psychology: Theory, method, practice, and social justice., 17–40. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000198-002.
Full textNorsworthy, Kathryn L., and Ouyporn Khuankaew. "Transnational feminist liberation psychology: Decolonizing border crossings." In Liberation psychology: Theory, method, practice, and social justice., 225–43. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000198-013.
Full textMontero, Maritza. "Psychology of Liberation Revised (A Critique of Critique)." In The Palgrave Handbook of Critical Social Psychology, 147–61. London: Palgrave Macmillan UK, 2017. http://dx.doi.org/10.1057/978-1-137-51018-1_8.
Full textComas-Díaz, Lillian, and Edil Torres Rivera. "Conclusion: Liberation psychology—Crossing borders into new frontiers." In Liberation psychology: Theory, method, practice, and social justice., 283–95. Washington: American Psychological Association, 2020. http://dx.doi.org/10.1037/0000198-016.
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