Decolonizing Psychological Practice in the Context of Poverty

Abstract

Within social justice analyses of psychological theory, research, and practice, some aspects of identity typically receive less attention than others—and social class is one of them. Turning our attention to social class requires that we reexamine basic assumptions that many of us have about social class and poverty and how those assumptions are reflected within “colonized” psychological and counseling practice. Social class itself is not conceptually interchangeable with income levels or socioeconomic status, and its full consideration requires us to see ourselves as part of a broad, dynamic system wherein our circumstances (and well-being) exist in relationship to the circumstances (and well-being) of the poor. This interrelated, systemic view of social class introduces a new conceptual angle on poverty: social exclusion. Social exclusion refers to the gradations of exclusion from societal protections, experiences, and opportunities that characterize social class positions with lesser degrees of socioeconomic power. Authentic advocacy for social inclusion emerges when we move beyond charity and sympathy toward a rethinking of practice and “help.” A framework that includes (1) transformed psychotherapeutic practices, (2) co-created interventions, and (3) community praxis can challenge conventional helping dynamics by explicitly locating the work within a social, cultural, historical, and political context.