Public servant, silent servant: A call to action for advocacy training in public service settings.

Abstract

Views on what is important in training for psychologists are evolving, reflecting a broadening understanding of the role psychologists can and should play in societal change. Since the development of the scientist-practitioner model after World War II, arguments around training have focused on the appropriate balance between training in the practice of psychology versus training in research related to psychology. Recent calls reflect more radical change to include an advocacy emphasis within the formal coursework of psychology doctoral programs, well articulated by Mallinckrodt, Miles, and Levy (2014) as the tripartite model of Scientist-Practitioner-Advocate. In this paper, we present the argument for expanding a model that incorporates advocacy training into clinical psychology internships and postdoctoral programs and describe why we believe voices for advocacy have been largely silent in public-sector clinical psychology training and practices. We outline how this may be accomplished in public sector training settings, and we articulate a call to action for public servants to speak out so their voice can ignite a passion for advocacy within public sector psychology service and training.

Eliminating disparities in youth substance use among Native Hawaiian, Micronesian, and sex and gender minorities: A qualitative needs assessment from interviews with public service leaders.

“…While the treatment of individuals’ behavioral health issues is an important and demanding feat, “[b]ecause the presenting symptoms of many clients represent their manifestly understandable and predictable reactions to oppression and economic injustice, to address only their symptoms while ignoring the sociocultural context is to maintain the status quo of injustice and oppression” (Mallinckrodt et al, 2014, p. 2). In fields such as community and social psychology, advocacy is built into much of professionals’ work (Hunt et al, 2019). Yet, many have called for an increase in advocacy from clinical psychologist (Carr & Miller, 2017; Hunt et al, 2019; Mallinckrodt et al, 2014).…”

“…In fields such as community and social psychology, advocacy is built into much of professionals’ work (Hunt et al, 2019). Yet, many have called for an increase in advocacy from clinical psychologist (Carr & Miller, 2017; Hunt et al, 2019; Mallinckrodt et al, 2014). For example, the Scientist–Practitioner–Advocate model has emerged from multicultural and feminist principles (Mallinckrodt et al, 2014).…”

Engaging public policy with psychological science.

“…More recently, therapists and scientists have begun examining social justice frameworks for therapy, leading to important additional discussions about ethics, the decolonization of the therapy experience, and advocacy (Almeida, et al, 2007;Singh et al 2020). Such debates are, unfortunately, beyond the scope of this article, but have been well-addressed elsewhere (see Hunt et al, 2020;Kozan & Blustein, 2018).…”

Only human: Mental health difficulties among clinical, counseling, and school psychology faculty and trainees

“…Although data on psychology trainees is lacking, mental health accommodations and supports are likely even more important at earlier stages of career, when students might face additional barriers to accessing care, or may have more limited financial and support resources that may make coping with mental illness more difficult. Further, lived experience of mental illness within the psychology workforce is typically not included in discussions of diversifying psychological science (Stewart et al, 2017), improving graduate training in psychology (Hunt et al, 2020), or improving clinical care (Kazdin & Blase, 2013). In this sense, the omission of consideration of lived experiences of psychopathology among psychologists may end up perpetuating the very mental illness stigma that applied psychology purports to combat.…”