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. © 2012 Canadian Psychological Association.