Vision & Goals
"If I am not for myself, who will be for me? But if I am only for myself who am I? If not now, when?" -Ethics of Our Fathers
Advocacy is a critical skill to influence and create change for the future of our nation's children. All too
often, advocacy may be interpreted as self-promotion and our profession may not be as active and vocal as other professions. School psychology and school psychologists need to further develop effective advocacy strategies to support our children and youth, to enhance the profession, and to incorporate evidence-based assessment and treatment in schools.
The presentation will focus on:
- How do we advocate and promote healthy schools and classroom climates?
- What is educational advocacy and what tools are needed to promote the effective education of all children?
- How do we advocate for the profession of school psychology?
- How do we educate for advocacy on both the university and practitioner level?
- How do you support, advocate for, and implement evidence-based practices?
- What are some examples of effective advocacy at the local level?
The broad conference goals to create our future for advocacy by and for school psychologists include:
- Define advocacy by and for school psychologists.
- Identify local, state/provincial, national, and/or international strengths that will promote development of advocacy by and for school psychologists.
- Identify local, state/provincial, national, and/or international challenges that will inhibit development of advocacy by and for school psychologists.
- Identify resources in existing structures (e.g., professional organizations, local and state education agencies, research, graduate programs) that will support advocacy by and for school psychologists.
- Identify systems-level and individual opportunities to research, promote, and demonstrate advocacy by and for school psychologists.
The fiollowing background readings are listed for your convenience. Please choose, review, and read the ones that will benefit you most. You are not required to read them all.
- Quick Reads
- Forman, S.G., Olin, S.S., Hoagwood, K.E., Crowe, M., & Saka, N. (2009). Evidence-based interventions in schools: Developers' views of implementation barriers and facilitators. School Mental Health, 1, 26-36.
- Heinowitz, Brown, Lansam, Arcidiancono, Baker, Badaan, Zlatki and Cash (2012). Identifying Perceived Personal Barriers to Public Policy Advocacy Within Psychology. Professional Psychology: Research and Practice, 43, 372-378.
- NASP Advocacy
- Nastasi, B. K. International School Psychology Curriculum - A child rights for school psychologists curriculum.
- Toward Next Steps in School Improvement: Addressing Barriers to Learning and Teaching (pdf)
- UCLA Center for Mental Health in Schools
- In Depth
- Frameworks for Systemic Transformation of Student and Learning Support (pdf)
- Prilleltensky, I. (2012). Wellness as Fairness. American Journal of Community Psychology, 49, 1-2.
- Shriberg, D., Bonner, M., Sarr, B., Walker, A., Hyland, M., & Chester, C. (2008). Social Justice through a School Psychology Lens: Definition and Applications. School Psychology Review, 37, 453-468.