Abstract
Advocacy has been a core function and expectation of school psychologists for over 40 years. However, there is little empirical research and guidance around the role and function of a school psychologist as an advocate within public schools. Advocacy can include speaking up on matters that promote student well-being at both the individual student level and the broader systems level. The current article seeks to provide guidance to school psychologists as to the various levels of advocacy and how school psychologists can promote both individual- and systems-level advocacy. This includes a careful examination of relevant case studies to address barriers in order to help public service professionals increase advocacy efforts. Finally, calls to action are provided to inspire and strengthen school psychologists who want to impact change at the student and systems level. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
