Abstract
Social justice and advocacy are emphasized in the school psychology practice model (NASP, 2010a) and training standards (NASP, 2010b), however there is limited literature documenting the effective implementation of a program or model to enhance both social justice knowledge and action. The current study evaluated one school psychology graduate training program’s attempt to increase student knowledge and action regarding social justice and advocacy issues central to the field of school psychology. Effectiveness was measured by student self-report of knowledge and action related to social justice and advocacy issues. Results indicated that students perceived themselves as having greater knowledge about issues central to supporting schools, students, and families with a social justice lens, as well as a greater ability to act in a way that advocates for schools, students, and families following the completion of this project. These findings indicate that that implementing a targeted social justice project in a purposeful manner could be one way to promote a mission to increase both social justice knowledge and action in school psychology.
