title: Developing school psychologists as agents of social justice: a qualitative analysis of student understanding across three years.
abstract: This study employed a cohort-sequential design with four cohorts over 3 years to investigate school psychology graduate trainees' (n=37) understanding of social justice. Using consensual qualitative research methods, participants' perspectives on social justice writ large, social justice as it applies to school psychology, and effective aspects of social justice training in their graduate training program were collected through semi-structured focus group interviews. Field-based training though service-learning in diverse communities provided trainees with exposure to experiences that were viewed as instrumental in their understanding of social justice in general and as it applies to school psychology. Trainees described aspects of the training program that were viewed as conducive to educating school psychologists as agents of social justice. Based on findings from the study, a descriptive model of school psychology training for social justice is proposed.
authors.affiliation: Loyola University Chicago, USA. Electronic address: gmoy1@luc.edu.
authors.forename: Gregory E
authors.initials: GE
authors.lastname: Moy
authors.affiliation: Loyola University Chicago, USA.
authors.forename: Alissa
authors.initials: A
authors.lastname: Briggs
authors.affiliation: Loyola University Chicago, USA.
authors.forename: David
authors.initials: D
authors.lastname: Shriberg
authors.affiliation: Loyola University Chicago, USA.
authors.forename: Katie Jackson
authors.initials: KJ
authors.lastname: Furrey
authors.affiliation: Loyola University Chicago, USA.
authors.forename: Portia
authors.initials: P
authors.lastname: Smith
authors.affiliation: Loyola University Chicago, USA.
authors.forename: Nicole
authors.initials: N
authors.lastname: Tompkins
mesh_terms: D032882:Comprehension; D017144:Focus Groups; D006801:Humans; D011584:Psychology; D012574:Schools; D012935:Social Justice; D013334:Students
keywords: Cohort-sequential design; Graduate training consensual qualitative research; School psychology; Service-learning; Social justice