The Futures Planning Committee developed the following theme goals based on focus group and survey data. The broad conference goals to create our future for advocacy by and for school psychologists include: Define advocacy by and for school psychologists. Identify local, state/provincial, national, and/or international strengths that will promote advocacy by and for school psychologists. Identify local, state/provincial, national, and/or international challenges that will inhibit advocacy by and for school psychologists. Identify resources in existing structures (e.g. professional organizations, local and state/provincial education agencies, research, graduate programs) that will support advocacy by and for school psychologists. Identify systems-level and individual opportunities to research, promote, and demonstrate advocacy by and for school psychologists. In this activity, we will focus on parts (b), (c), (d), and (e). Part (a) was completed in Activity 2: Needs Assessment for Advocacy. Step 2: Identify Strengths Identify strengths in your context (local, state/provincial, national, and/or international) that will promote advocacy. Example A. Strong professional development in advocacy skills. Example B. Open and available pathways to promote school psychology. 1. 2. 3. 4. 5. Step 3: Identify Challenges Identify challenges in your context (local, state/provincial, national, and/or international) that will inhibit advocacy. Example A. Lack of funding to implement results of advocacy efforts. Example B. Lack of competency in advocacy in general. 1. 2.
The Futures Planning Committee developed the following theme goals based on focus group and survey data. The broad conference goals to create our future for advocacy by and for school psychologists include: Define advocacy by and for school psychologists. Identify local, state/provincial, national, and/or international strengths that will promote advocacy by and for school psychologists. Identify local, state/provincial, national, and/or international challenges that will inhibit advocacy by and for school psychologists. Identify resources in existing structures (e.g. professional organizations, local and state/provincial education agencies, research, graduate programs) that will support advocacy by and for school psychologists. Identify systems-level and individual opportunities to research, promote, and demonstrate advocacy by and for school psychologists. In this activity, we will focus on parts (b), (c), (d), and (e). Part (a) was completed in Activity 2: Needs Assessment for Advocacy. Step 2: Identify Strengths Identify strengths in your context (local, state/provincial, national, and/or international) that will promote advocacy. Example A. Strong professional development in advocacy skills. Example B. Open and available pathways to promote school psychology. 1. 2. 3. 4. 5. Step 3: Identify Challenges Identify challenges in your context (local, state/provincial, national, and/or international) that will inhibit advocacy. Example A. Lack of funding to implement results of advocacy efforts. Example B. Lack of competency in advocacy in general. 1. 2.
Advocacy_Handbook.docx