Integrating Social Justice and Advocacy Into Training Psychologists: A Practical Demonstration

Training psychologists to engage in advocacy and social justice is critical to professional development. Scholars recommend a variety of methods to accomplish this training. One approach is to offer goal-driven instruction that aligns with a clear mission, a safe and supportive environment for constructive dialogue, and the opportunity to engage in experiential learning. Experiential learning opportunities may be most impactful if structured as a longitudinal process; however, few practical training examples exist to demonstrate such a procedure. The purpose of this article is to offer a structured, longitudinal training demonstration of psychology doctoral trainees engaged in social justice and advocacy work at a midsize, diverse urban public university. This multiyear effort included (a) a comprehensive needs assessment; (b) qualitative interviews and focus groups with students and staff; and (c) supporting the development and coordination of care at a campus center to address student housing instability, food insecurity, and other critical needs. Implications of this work on advocacy in public service settings are described.