Social justice and public policy: Learning from school and counseling psychologists

Abstract

For applied psychologists, the goal is to promote positive outcomes among the individuals and groups they serve. Psychological practice takes place within a real-world context, including societal conditions that both harm and support children. Within school and counseling psychology, growing recognition of the impact of society on children has led to efforts to identify social justice as a key framework and set of strategies. Despite the obvious impact of public policy on the lives of children, there is very limited research on pathways and experiences of counseling and school psychologists who are involved in public policy efforts in their capacity as psychologists. This study addresses this gap, interviewing eighteen individuals across the United Kingdom and United States. Key findings include the importance of cultural responsiveness, professional development opportunities, and building and sustaining relationships. Several implications for future research and practice are provided, highlighting the need for multidisciplinary collaboration among those engaged in public policy and social justice efforts.