Advocating for social justice: The context for change in school psychology

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Comments on an article by Paul C. McCabe and Florence Rubinson (see record 2009-00707-002). The authors found that the preservice students "appeared naive of the issues and difficulties faced by LGBT [lesbian, gay, bisexual, and transgendered] youth, lacked experience in negotiating complex social justice issues in schools, and may have not been heretofore compelled to contemplate these difficulties". The preservice students in the authors' study also reported that it would be difficult to intervene in "the face of LGBT harassment because they did not perceive they would have administrative support to do so. For school psychologists, there are important implications of these findings in our role as social justice advocates. One implication is that social justice advocacy involves tackling emotionally laden topics, entrenched belief systems, and power differences and structures that frame existing relationships. This work will be difficult, will require an understanding of resistance, and will require skill in influencing social change. The work will include attitude and behavior change of students, parents, administrators, educators and related professionals, and school psychologists and changes in policies. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

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School Psychology Review





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