Micro-Level Advocacy Toward Socially Just Multi-Tiered Systems of Support: Knowledge and Values

Abstract

Advocacy is increasingly recognized as an essential school psychologist role, and two areas in which advocacy is particularly pressing are the interrelated and overlapping domains of social justice and multitiered systems of support (MTSS). Advocating at the level of individual client and/or the local system is conceptualized as micro-level advocacy. The goal of the current study was to identify the foundational competencies that make up micro-level advocacy for social justice and MTSS, including those actions that advance individual client welfare. A qualitative content analysis of school psychology and related literature on advocating for social justice and/or MTSS resulted in 81 articles being coded. Codes were organized into what school psychologists need to Know, Value, and Do about advocacy for socially just MTSS. Researchers then organized codes into buckets, which represent competency areas relevant to socially just MTSS. This article describes the first set of findings in the Know and Value sections. While some findings were expected (e.g., school psychologists’ self-awareness as a knowledge indicator), others are more surprising (e.g., some values reflect school psychologists’ core competencies, but have previously been thought of as action steps). Findings are discussed in terms of implications for training, practice, professional development, and future research.

Impact Statement

School psychologists need to be strong advocates so that students receive effective services and achieve equitable outcomes. We analyzed 81 articles in school psychology and related fields to determine what knowledge and values school psychologists need to have to be effective advocates for socially just MTSS. Findings have implications for graduate education, professional development, and systems change in school psychology.

Keywords:

• professional issues in school psychology
• qualitative methods
• service delivery models
• training in school psychology

ASSOCIATE EDITOR:

• Prerna Arora

Additional information

Funding

This article was funded by Southern Illinois University Edwardsville (COVID-19 Assigned Research Time).

Notes on contributors

Elizabeth L. W. McKenney

Elizabeth McKenney, PhD, NCSP, is an Associate Professor and Director of the Clinical Child and School Psychology graduate program at Southern Illinois University Edwardsville.

Kamontá Heidelburg

Kamontá Heidelburg, PhD, NCSP is an Assistant Professor in school psychology at The Ohio State University.

Lindsay M. Fallon

Lindsay Fallon, PhD, is an Associate Professor in school psychology at University of Massachusetts Boston.

Elizabeth C. McPherson

Elizabeth McPherson, MS, is a third year student in school psychology at Southern Illinois University Edwardsville and a school psychology intern in the Alton Community Unit School District.

Christina Sipior

Christina Sipior is a third year PhD student in School and Counseling Psychology at the University at Buffalo, the State University of New York.

Ryan Sunda

Ryan Sunda is a second year doctoral student in school psychology at University of Massachusetts Boston.