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Social Justice Competency Areas and the NASP Practice Model

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Abstract

Social justice has become a common goal in school psychology, including in practice guidelines. However, there is a paucity of research reflecting a representative sample of US practitioners providing input on key social justice competency areas and how frequently they employ these competencies. Utilizing a national sample of 145 practitioners, this study addresses this gap. Framed around the National Association of School Psychologists’ Practice Model, respondents indicated a wide range of competency areas as important to the role of school psychologist, as well as widespread efforts to utilize these strategies, particularly actions that were more individualistic and under their direct control. Implications for practice and future research are provided.

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Data Availability

The data that support the findings of this study are available from the corresponding author, DS, upon reasonable request.

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Author information

Authors and Affiliations

  1. School of Education, Indiana University, 201 N. Rose Avenue, Bloomington, IN, 47403, USA

    David Shriberg, Kane Carlock, Malena A. Nygaard & Jazlyn N. Rowan

  2. Howard University, Washington, DC, USA

    Celeste M. Malone & Breanna Nwancha

  3. University of Nebraska-Omaha, Omaha, NE, USA

    Lisa Kelly-Vance & Avy Zheng

  4. Chapman University, Orange, CA, USA

    Annmary S. Abdou

Authors
  1. David Shriberg
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  2. Celeste M. Malone
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  3. Lisa Kelly-Vance
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  4. Annmary S. Abdou
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  5. Kane Carlock
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  6. Breanna Nwancha
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  7. Malena A. Nygaard
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  8. Jazlyn N. Rowan
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  9. Avy Zheng
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Contributions

All authors save one (Annmary S. Abdou) contributed to the study conception and design. David Shriberg took the lead on data collection and analysis. The manuscript was written jointly by Annmary Abdou (lead on lit review, secondary on “Discussion” section), David Shriberg (lead on the “Methods,” “Results,” and “Discussion” sections), Celeste M. Malone (secondary author on all sections), and Lisa Kelly-Vance (editing of all sections of manuscript), with much back and forth between these four individuals as the manuscript was drafted and completed.

Corresponding author

Correspondence to David Shriberg.

Ethics declarations

Ethics Approval

IRB approval was obtained from Indiana University on November 29, 2021 (IRB #12973) and was approved as “exempt.”

Consent to Participate

Informed consent was obtained from all individual participants included in the study.

Competing Interests

The authors declare no competing interests.

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Shriberg, D., Malone, C.M., Kelly-Vance, L. et al. Social Justice Competency Areas and the NASP Practice Model. Contemp School Psychol (2023). https://doi.org/10.1007/s40688-023-00480-6

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  • DOI: https://doi.org/10.1007/s40688-023-00480-6

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