APA GUIDELINES for the Psychological Practice with Boys and Men
From The Art and Popular Culture Encyclopedia
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"Although boys and men, as a group, tend to hold privilege and power based on gender, they also demonstrate disproportionate rates of receiving harsh discipline (e.g., suspension and expulsion), academic challenges (e.g., dropping out of high school, particularly among African American and Latino boys), mental health issues (e.g., completed suicide), physical health problems (e.g., cardiovascular problems), public health concerns (e.g., violence, substance abuse, incarceration, and early mortality), and a wide variety of other quality-of-life issues (e.g., relational problems, family well-being)." --"APA GUIDELINES for the Psychological Practice with Boys and Men" (2018) "Indeed, awareness of privilege and the harmful impacts of beliefs and behaviors that maintain patriarchal power have been shown to reduce sexist attitudes in men…and have been linked to participation in social justice activities."--"APA GUIDELINES for the Psychological Practice with Boys and Men" The same including references: Male privilege tends to be invisible to men, yet they can become aware of it through a variety of means, such as education (Kilmartin, Addis, Mahalik, & O’Neil, 2013) and personal experience (O’Neil, 2015; O’Neil, Egan, Owen, & Murry, 1993). Indeed, awareness of privilege and the harmful impacts of beliefs and behaviors that maintain patriarchal power have been shown to reduce sexist attitudes in men (Becker & Swim, 2012) and have been linked to participation in social justice activities (e.g., White, 2006). |
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APA GUIDELINES for the Psychological Practice with Boys and Men (2018) is a guideline published by the American Psychological Association.
Summary:
- "In summary, contemporary studies indicate that the physical and mental health concerns of boys and men are associated with complex and diverse economic, biological, developmental, psychological, and sociocultural factors. Many of these factors also intersect with men’s multiple identities (Gallardo & McNeill, 2009; Liang, Salcedo, & Miller, 2011; Schwing, Wong, & Fann, 2013; Shields, 2008), indicating that understanding how boys and men experience masculinity is an important cultural competency. The psychology of men, however, is rarely taught at either undergraduate or graduate levels (O’Neil & Renzulli, 2013), including multicultural counseling courses (for a review, see Liu, 2005). Research further suggests that having adequate knowledge of men’s gender role socialization has important implications for psychological practice with boys (Bruchmüller et al., 2012) and men (Mahalik et al., 2012). Therefore, compelling evidence exists supporting the need for guidelines for psychologists who provide services to boys and men. In the sections to follow, specific guidelines and additional rationale are presented.
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