This post offers a curated collection of articles, toolkits, white papers, and/or other resources providing guidance on effective advocacy, highlighting the vital role of psychologists in advancing systemic healthcare changes to promote equity for all. Click on the toggle for any reference to view a brief summary of the document, its source, and an active link for access.
2021-2024
Alexander, A. A., & Allo, H. (2021). Building a climate for advocacy training in professional psychology
Abstract: Counseling psychologists have been at the forefront of social justice and advocacy efforts in the discipline of psychology. Despite these foci, few graduate training programs in psychology offer formal courses or training in advocacy, social justice, and public policy. To develop and fill a pipeline of professionals involved in social justice and advocacy efforts, graduate training programs in psychology must expose and prepare students to these areas. The purpose of the current paper is to describe how faculty within the professional psychology program at the University of Denver incorporate advocacy, public policy, and social justice education and training into their program. We describe how the program climate and curriculum were created to meet these training needs.
Alexander, A. A., & Allo, H. (2021). Building a climate for advocacy training in professional psychology. The Counseling Psychologist, 49(7), 1070-1089. https://doi.org/10.1177/00110000211027973
American Psychological Association, Services, Inc. (n.d.). Psychologist’s guide to advocacy
Overview: This site offers resources to help you understand the policy process, engage effectively with elected officials, and conduct successful advocacy meetings. It also provides direct access to the APA Services advocacy team for personalized guidance via email.
American Psychological Association, Services, Inc. (n.d.). Psychologist’s guide to advocacy. https://www.apaservices.org/advocacy/get-involved/guide
Powell, W., Adames, H.Y., Lewis, J.A., Mosley, D.V., Chavez-Duenas, N., Anderson, R., & Neville, H. (2021, February). Breath, eyes, memory: Transforming health systems and advancing public health policies for radical healing
Overview: This report outlines five guiding principles for transforming health systems entrenched in racism into models that promote radical healing and equity for all. It emphasizes the need to confront unaddressed racial trauma, reimagine health systems and policies with intentionality, and prioritize justice and atonement to achieve meaningful progress toward health equity.
Powell, W., Adames, H.Y., Lewis, J.A., Mosley, D.V., Chavez-Duenas, N., Anderson, R., & Neville, H. (2021, February). Breath, eyes, memory: Transforming health systems and advancing public health policies for radical healing. UConn Health Disparities Institute. http://h.uconn.edu/hdi
Prior to 2021
American Psychological Association. (2015). Legislative issues and advocacy training tools
Overview: The toolkit highlights legislative issues impacting students, the psychology profession, and recipients of psychological services. It provides strategies for enhancing psychologists’ advocacy skills and competencies while promoting broader psychopolitical literacy.
American Psychological Association. (2015). Legislative issues and advocacy training tools. https://www.apa.org/apags/resources/advocacy/toolkit?tab=2
Cohen, K. R., Lee, C. M., & McIlwraith, R. (2012). The psychology of advocacy and the advocacy of psychology
Abstract: This article addresses needs and opportunities for advocacy for the science, education and practice of psychology from the perspectives of three leaders within organized psychology, academia, and hospital practice. The authors make distinctions between knowledge transfer and knowledge translation as well as between lobbying and advocacy. They define proactive and reactive advocacy and draw attention to the impact of self-promotion and the need for collaboration in advocacy activity. Further, the authors define the need for and application of advocacy within the university environment, highlighting how advocacy skills can be taught and can have a broad reach within university student populations. The authors then address the characteristics of a practice environment upon which successful advocacy in this setting depends: the size of the problem, the effectiveness of available solutions, and the unique role psychology can play in the application of solutions. The article concludes by underscoring the collective responsibility psychologists have to be advocates and offers 12 steps in support of successful advocacy for psychology at individual, departmental, and organisational levels.
Cohen, K. R., Lee, C. M., & McIlwraith, R. (2012). The psychology of advocacy and the advocacy of psychology. Canadian Psychology/Psychologie canadienne, 53(3), 151-158. https://doi.org/10.1037/a0027823 or https://www.apa.org>pubs>journals>features>cap-53-3-151.pdf