Partnering with a purpose: Psychologists as advocates in organizations.

Abstract

Professional Psychology: Research and Practice is published bimonthly (beginning in February) by the American Psychological Association. The journal publishes articles on the application of psychology, including the scientific underpinnings of the profession of psychology. Articles that present assessment, treatment, and practice implications are encouraged. Both data-based and theoretical articles on techniques and practices used in the application of psychology are acceptable. The journal also publishes brief reports on research or practice in professional psychology. For more information, including how to subscribe, please visit the journal's Web site at www.apa.org/pubs/journals/pro.

Beyond clinical practice in pediatric psychology: Illustrative experiences in influencing practice changes, public opinion, and governmental policies.

“…Though pediatric psychologists are in an ideal position to advocate for children because of opportunities for shared advocacy and collaboration, many psychologists do not engage in formal advocacy efforts (Fox, 2008; Hill, 2013); it has been noted that professional advocacy within the field of psychology is lacking, and psychologists often do not advocate as well as other professions (DeLeon, Loftis, Ball, & Sullivan, 2006; Lating, Barnett, & Horowitz, 2010). This may be because many psychologists prioritize and focus solely on research activities or delivery of care, and they may not engage in the models of advocacy as we have outlined.…”

“…However, within these established activities, psychologists are also advocates, and these skill sets should be applied concomitantly. Advocacy efforts are not only embedded within these typical activities of pediatric psychology, but they also follow a similar trajectory of identifying a problem, assessing goals, developing a strategy, and implementing a plan (Hill, 2013; Safarjan, 2002). Pediatric psychologists are in a unique position to be “psychologist-activists” (Nadal, 2017) given that our professional skills can be applied on a daily basis to advance the well-being of children and their families.…”

A roadmap for preventing and responding to trauma: Practical guidance for advancing community-engaged research.

“…Current practices in psychology training offer students baseline skills that are essential to engage in public scholarship, including clinical skills, writing, relationship building and maintenance, analytic skills, and the ability to synthesize information, related to advocacy (Cohen et al, 2012; Hill, 2013). Psychologists have long made their work available to students and clients, requiring some skill communicating topics in an accessible format.…”

Building a Climate for Advocacy Training in Professional Psychology

“…One of the main goals of the course is to "teach to empower" (Baker, 2018). Clinical skills, such as writing, relationship building and maintenance, public speaking, analytic skills, and the ability to synthesize information, relate to advocacy (Cohen et al, 2012;Hill, 2013). The course provides historical contexts of psychology's involvement in social justice advocacy and connects students with current and former legislators and leaders of nonprofit and grassroots organizations to examine how psychology trainees and psychologists can impact various systems.…”