The Blue Sky

Syllabus
Ideas to Move School Psychology
Beyond the Clouds of Injustice

Curated by Celeste M. Malone, PhD, MS

 The Blue Sky Syllabus

Introduction
Blue sky thinking refers to brainstorming about a topic without considering the constraints of practicality or
the status quo. This type of thinking elicits unconventional, outside-of-the-box ideas to develop novel ways to
address challenges or opportunities. As part of the kickoff for the 2023-2024 School Psychology Futures
Conference, I invited the global school psychology community to engage in blue sky thinking with me so we
could re-imagine school psychology from a social justice lens and move closer to the goal of school psychology
becoming “a visible, necessary, and relevant force driving equitable and liberatory education and mental health
care for all children and families” (School Psychology Futures Conference, n.d.). For school psychology to attain
this vision, we must understand where we currently are as a profession, the commitments we have made to
social justice in the past, and how we have fallen short of these promises. In my keynote address titled, “Moving
School Psychology Beyond the Clouds of Injustice: A Blue Sky Discussion,” I set the stage for this work by
reflecting on contemporary inequities in school psychology, examining oppression as a root cause of school
psychology’s professional concerns, challenging school psychology to reckon with its oppressive past, and
presenting a vision for school psychology’s reimagined future (Malone, 2024).

To further assist the profession along its social justice journey, I developed The Blue Sky Syllabus to provide
school psychologists with the conceptual tools to develop their critical consciousness (i.e., the ability to
recognize and analyze systems of inequality and the commitment to act against them) and engage in anti-
oppressive and liberatory school psychology practice. Over 180 articles, books, multimedia, and other resources
are included to encourage deeper exploration of the themes addressed in the Blue Sky keynote and paper, and
the theories that shaped my conceptualization of a liberated school psychology. The Blue Sky Syllabus is
organized as a 15-week course, but the modules can also be incorporated into existing school psychology
courses (e.g., role and function, assessment, intervention, consultation, research methods).

Although The Blue Sky Syllabus is robust, it is not exhaustive. I hope these resources introduce you to
knowledge, ideas, and perspectives that have been historically marginalized in school psychology. I also hope
this syllabus inspires you to think expansively and creatively about the profession and transform your practice
as a school psychologist.

Happy imagining!
Celeste M. Malone, PhD, MS
@cmonique1023 (X/Instagram) / [email protected]

References:
Malone, C. M. (2024). Moving school psychology beyond the clouds of injustice: A blue sky discussion. School
Psychology Review, 53(3), 324-340. https://doi.org/10.1080/2372966X.2024.2330111

School Psychology Futures Conference (n.d.). About the 2023 School Psychology Futures Conference.
https://schoolpsychologyfutures.com/about/

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 The Blue Sky Syllabus

Table of Contents

Topic Page

Contemporary Context of School

4
Psychology

The Influence of School Psychologists and

7
Psychologists of Color

Cycle of Implicit Bias and Structural

10
Oppression in Education

Oppression as a Root of School

14
Psychology’s Professional Concerns

Internationalization of School Psychology 18

Theories for the Future of School

22
Psychology: Liberation Psychology

Theories for the Future of School

25
Psychology: Critical School Psychology

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 The Blue Sky Syllabus

Table of Contents

Topic Page

Theories for the Future of School

27
Psychology: Psychology of Radical Healing

Futures Pillar: Leadership 29

Futures Pillar: Science and Scholarship 32

Futures Pillar: Practice 36

Futures Pillar: Education and Lifelong

41
Learning

Futures Pillar: Workforce Development 46

Futures Pillar: Advocacy 50

Reimagining School Psychology 53

3
 The Contemporary Context
of School Psychology

“As school psychologists, we have an ethical responsibility to

engage in social justice and antiracist action. School
psychology organizations and graduate education programs
play an important role in shaping future generations of school
psychologists to lead the mental health, educational and
research, and advocacy initiatives that promote equity for
school personnel, students, families and communities they
serve. This is only possible if our field acknowledges, evaluates,
and works to reconstruct existing systems, structures, and
policies that lead to inequitable outcomes for some groups and
not others.”

(García-Vázquez et al., 2020, p. 209)

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 The Blue Sky Syllabus

Readings

García-Vázquez, E., Reddy, L., Arora, P., Crepeau-Hobson, F., Fenning, P., Hatt,
C., Hughes, T., Jimerson, S., Malone, C., Minke, K., Radliff, K., Raines, T., Song,
S., & Strobach, K. V. (2020). School psychology unified antiracism statement
and call to action. School Psychology Review, 49(3), 209–211.
https://doi.org/10.1080/2372966X.2020.1809941

Song, S. Y., Wang, C., Espelage, D. L., Fenning, P., & Jimerson, S. R. (2020).
COVID-19 and school psychology: Adaptations and new directions for the field.
School Psychology Review, 49(4), 431–437.
https://doi.org/10.1080/2372966X.2020.1852852

Speight, S. L., & Vera, E. M. (2009). The challenge of social justice for school
psychology. Journal of Educational and Psychological Consultation, 19(1), 82-
92. https://doi.org/10.1080/10474410802463338

Sullivan, A. L., Arora, P., Song, S. Y., & Jimerson, S. R. (2023). Theory, methods,
and practice to advance equity and social justice in school psychology:
Articulating a path forward. School Psychology Review, 52(5), 493–503.
https://doi.org/10.1080/2372966X.2023.2235221

Sullivan, A. L., Worrell, F. C., & Jimerson, S. R. (2022). Reconceptualizing school

psychology for the 21st century: The future of school psychology in the United
States. School Psychology Review, 51(6), 647–660.
https://doi.org/10.1080/2372966X.2022.2139131

Trainers of School Psychologists. (2021). Call for action for anti-racism in

school psychology training programs. Author.

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 The Blue Sky Syllabus

Readings, cont.

Truong, D. M., Tanaka, M. L., Cooper, J. M., Song, S., Talapatra, D., Arora, P.,
Fenning, P., McKenney, E., Williams, S., Stratton-Gadke, K., Jimerson, S. R.,
Pandes-Carter, L., Hulac, D., & García-Vázquez, E. (2021). School psychology
unified call for deeper understanding, solidarity, and action to e­ radicate anti-
AAAPI racism and violence. School Psychology Review, 50(2–3), 469–483.
https://doi.org/10.1080/2372966X.2021.1949932

Multimedia

National Association of School Psychologists. EDI Podcast Series [EP1]: An

Introduction to the EDI Series and the NASP Antiracism Resolution

“A commitment to social justice would move school

psychology from sensitivity to injustices and human
suffering to dedicated effort to challenging those systems
that maintain inequities.” (Speight & Vera, p. 87)

6
 The Influence of School
Psychologists and
Psychologists of Color

“...we should find hope in the continued presence of

minoritized professionals in school psychology. Not only have
they persisted in the profession despite discrimination and
obstacles, minoritized school psychologists experience
professional success and use their research and practice to
resist against oppressive stereotypes directed toward them and
the students they serve (Sabnis et al., 2023b; Sowden et al.,
2016; Truscott et al., 2014). What can school psychology learn
from their persistence, resilience, and resistance? As we clear
the clouds of oppression for school psychology to see the blue
sky, we must intentionally draw upon minoritized school
psychologists’ knowledge, expertise, and wisdom to provide the
tools and vision needed to actively resist oppression while
building a radically different future.”

(Malone, 2024, p. 333)

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 The Blue Sky Syllabus

Readings

Graves, S. L. Jr, (2009). Albert Sidney Beckham: The first African American
school psychologist. School Psychology International, 30(1), 5–23.
https://doi.org/10.1177/0143034308101847

Pickren, W. E. (2004). Between the cup of principle and the lip of practice:
Ethnic minorities and American psychology, 1966-1980. History of Psychology,
7(1), 45-64. https://psycnet.apa.org/doi/10.1037/1093-4510.7.1.45

Pickren, W. E. (2009). Liberating history: The context of the challenge of

psychologists of color to American psychology. Cultural Diversity and Ethnic
Minority Psychology, 15(4), 425-433.
https://psycnet.apa.org/doi/10.1037/a0017561

Proctor, S. L. (2022). From Beckham until now: Recruiting, retaining, and

including Black people and Black thought in school psychology. School
Psychology International, 43(6), 545-559.
https://doi.org/10.1177/01430343211066016

Sue, S. (2009). Ethnic minority psychology: Struggles and triumphs. Cultural

Diversity & Ethnic Minority Psychology, 15(4), 409–415.
https://doi.org/10.1037/a0017559

Tettegah, S., Cerezo, A., Wooten, T., & Gray, D. L. (2023). Righting the historical
record: Highlighting the significant contributions of Black psychologists in
American schools. American Psychologist, 78(4), 601-612.
https://psycnet.apa.org/doi/10.1037/amp0001114

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 The Blue Sky Syllabus

Recommended Book

Guthrie, R. V. (2004). Even the rat was white: A historical view of psychology
(2nd ed.). Pearson Education.

Multimedia
The Behaviour Speak Podcast. Indigenous School Psychology with Lisa
Aguilar, Bryanna Kinlicheene, & Wamnuga Win (Kiva Sam)

Liberation Now. BIPOC Solidarity (podcast episode)

National Association of School Psychologists. EDI Podcast Series [EP4]: Your

Practice and You: School Psychologists from Minoritized Backgrounds on Their
Work and the Work That Needs to Be Done

Resource

Trainers of School Psychologists. Honoring Diverse Leaders in School

Psychology Project

9
 Cycle of Implicit Bias and
Structural Oppression in
Education

“...any exploration of implicit bias must be situated as part of a

much larger conversation about how current inequities in our
institutions came to be, how they are held in place, and what
our role as leaders is in perpetuating inequities despite our
good intentions. Our success in creating organizations, schools,
and communities in which everyone has access to the
opportunities they need to thrive depends on our willingness to
confront the history and impacts of structural racism, learn how
bias (implicit and explicit) operates, and take action to interrupt
inequitable practices at the interpersonal, institutional and
structural level.”

(Osta & Vasquez, 2019)

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 The Blue Sky Syllabus

Background Theory
Osta, K., Vasquez, H. (2019). Don’t talk about implicit bias without talking
about structural racism. National Equity Project.
https://www.nationalequityproject.org/articles/dont-talk-about-implicit-bias-
without-talking-about-structural-racism

Prilleltensky, I., & Gonick, L. (1996). Polities change, oppression remains: On

the psychology and politics of oppression. Political Psychology, 17(1), 127–148.
https://doi.org/10.2307/3791946

Readings
APA BEA Racial Disparities Task Force (2023). Racism and Bias: Their Role in
Maintaining Racial Disparities in PreK–12 Education. Washington, DC:
American Psychological Association. https://www.apa.org/about/policy/racial-
disparities-taskforce-report.pdf

Carter, P. L., Skiba, R., Arredondo, M. I., & Pollock, M. (2017). You can’t fix what
you don’t look at: Acknowledging race in addressing racial discipline
disparities. Urban Education, 52(2), 207–235.
https://doi.org/10.1177/0042085916660350

Fisher, A. E., Fisher, B. W., & Railey, K. S. (2021). Disciplinary disparities by race
and disability: Using DisCrit theory to examine the manifestation
determination review process in special education in the United States. Race
Ethnicity and Education, 24(6), 755-769.
https://doi.org/10.1080/13613324.2020.1753671

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 The Blue Sky Syllabus

Readings, cont.

Friedman, T. E., Hallaran, A. E., & Locke, M. A. (2022). Rubberbanding in a

liminal space: Teachers contemplate intersections of dis/ability and race in
inclusive classrooms. Race Ethnicity and Education, 25(6), 755-775.
https://doi.org/10.1080/13613324.2020.1753677

Jones, J. M. (2021). The dual pandemics of COVID-19 and systemic racism:

Navigating our path forward. School Psychology, 36(5), 427-431.
https://psycnet.apa.org/doi/10.1037/spq0000472

Knipp, H., & Stevenson, R. (2022). “A powerful visual statement”: Race, class,
and gender in uniform and dress code policies in New Orleans public charter
schools. Affilia, 37(1), 79–96. https://doi.org/10.1177/08861099211010026

Little, S. J., & Welsh, R. O. (2022). Rac(e)ing to punishment? Applying theory to

racial disparities in disciplinary outcomes. Race Ethnicity and Education, 25(4),
564–584. https://doi.org/10.1080/13613324.2019.1599344

Skiba, R. J., Simmons, A. B., Ritter, S., Gibb, A. C., Rausch, M. K., Cuadrado, J., &
Chung, C. G. (2008). Achieving equity in special education: History, status, and
current challenges. Exceptional Children, 74(3), 264-288.
https://doi.org/10.1177/001440290807400301

Weeks, M. R., & Sullivan, A. L. (2019). Discrimination matters: Relations of

perceived discrimination to student mental health. School Mental Health,
11(3), 425–437. https://doi.org/10.1007/s12310-019-09309-1

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Multimedia

APA Speaking of Psychology Podcast: Can We Unlearn Implicit Biases?

APA Speaking of Psychology Podcast. Understanding Racial Inequities in

School Discipline

National Association of School Psychologists. Centering Indigenous and

Oppressed Voices in School Psychology Teaching and Practice (#SP4SJ)
(podcast)

National Association of School Psychologists. Understanding White Privilege

(#SP4SJ) (podcast)

With our new insights, we need to dismantle the structures that

are marginalizing whole communities of people and impacting
the health and well-being of generations of BIPOC youth. We
must decide to keep our eyes open for racial injustice and hold
to the truth that silence is no longer an option. We need to
continue to communicate the psychological science on bias and
racism. School psychologists need to take an intentional look at
how school psychology practices have perpetuated racial
injustice in the past and present.” (Jones, 2021, p. 429)

13
 Oppression as a Root Cause
of School Psychology
Professional Issues

“Throughout this paper, I have highlighted the multiple ways

that oppression has limited school psychology’s potential and
contributed to our professional concerns, including workforce
shortages, the research-to-practice gap, and constrained
professional roles. School psychologists’ unexamined biases
and lack of meaningful engagement with marginalized
communities have led to professional practices that perpetuate
deficit narratives about marginalized communities, maintain
educational inequities in PK-12 schools, dismiss the knowledge
claims of marginalized communities, and limit minoritized
individuals’ access to and full participation in the profession.”

(Malone, 2024, p. 332-333).

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 The Blue Sky Syllabus

Readings

Arora, P. G., Malone, C. M., Khoo, O., & Jones, T. S. (2023). Antiracism and
school psychology. In S. L. Grapin & J. H. Kranzler (Eds.) School Psychology:
Professional Issues and Practices (pp. 61-82). Springer Publishing.

Cummings Center for the History of Psychology. (2021). Historical chronology:

Examining psychology’s contributions to the belief in racial hierarchy and
perpetuation of inequality for people of color in U.S. (Project Report).
American Psychological Association.
https://www.apa.org/about/apa/addressing-racism/historical-chronology

Golson, M. E., Benallie, K. J., Roanhorse, T. T., Haverkamp, C. R., Ficklin, E.,
McClain, M. B., & Aguilar, L. N. (2023). A systematic review of Indigenous
representation in school psychology research. Canadian Journal of School
Psychology, 38(3), 225-251. https://doi.org/10.1177/08295735221143820

Harris, B., Thompson, M., Fallon, L., & Sullivan, A. L. (2023). Commentary on the
Racial, Ethnic, and Gender Disparities in School Psychology Praxis
Exam Outcomes [Research report]. National Association of School
Psychologists.

Johnson, A. H., Malone, C. M., Raines, T. C., Womack, T. A., & Bains, B. K. (2023).
Characteristics of school psychology faculty in 2021. School Psychology.
Advance online publication https://psycnet.apa.org/doi/10.1037/spq0000578

Noltemeyer, A. L., Proctor, S. L., & Dempsey, A. (2013). Race and ethnicity in
school psychology publications: A content analysis and comparison to
publications in related disciplines. Contemporary School Psychology, 17(1),
129–142. https://doi.org/10.1007/BF03340994

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 The Blue Sky Syllabus

Readings, cont.

Proctor, S. L., & Truscott, S. D. (2012). Reasons for African American student
attrition from school psychology programs. Journal of School Psychology,
50(5), 655–679. https://doi.org/10.1016/j.jsp.2012.06.002

Sabnis, S. V., Beard, K., Tanaka, M. L., & Proctor, S. L. (2023). The invisible work
of persisting: BIWOC students in school psychology doctoral programs. School
Psychology, 38(5), 308–318. https://doi.org/10.1037/spq0000537

Truscott, S. D., Proctor, S. L., Albritton, K., Matthews, Y., & Daniel, K. (2014).
African American school psychologists’ perceptions of the opportunities and
challenges of practicing in southeastern United States. Psychology in the
Schools, 51(4), 366–383. https://doi.org/10.1002/pits.21753

Antiracism Resolutions

American Psychological Association. (2021, October). Apology to people of

color for APA’s role in promoting, perpetuating, and failing to challenge
racism, racial discrimination, and human hierarchy in U.S. [Resolution].
Author. https://www.apa.org/about/policy/racism-apology

National Association of School Psychologists. (2020). Resolution on antiracism

action [Resolution]. Author. https://www.nasponline.org/x55979.xml

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 The Blue Sky Syllabus

Multimedia

National Association of School Psychologists. EDI Podcast Series [EP7]:

Cognitive Assessment: A History and a Path Forward for All Students

Resource

American Psychological Association. Psychology’s Urgent Need to Dismantle

Racism (article)

“We believe that school psychology has the potential to

be very impactful when it comes to antiracism work, yet
it is clear that our field has not served minoritized and
disenfranchised students properly. For too long, we
sought to “serve” those groups by comparing them to
groups with greater social/racial/financial privilege and
characterizing them from a deficit perspective. The
mission was to have them “catch up” in the ways they
were different from their normative peers (Martín-Baró,
1994).” (NASP, 2020)

17
Internationalization of School
Psychology

“Put simply, internationalization can enable helping

professionals to develop critical areas of knowledge and
understanding that ultimately allow them to better support
individuals and communities. To work in a helping profession—
including but not limited to subdisciplines of applied
psychology—one cannot be successful in his or her support
efforts without being aware of the psychological and/or
systems-level variables that influence those they desire to
support. ... Through advancing internationalization, more
psychologists and other helping professionals are likely to
develop even greater respect, empathy, and connection by
learning about other individuals and cultures around the world
that were previously unknown (Gerstein et al., 2009b), and, as a
result, should be more capable of helping others reach their
potential.”

(Begeny, 2018, p. 901)

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 The Blue Sky Syllabus

Readings

Begeny, J. C. (2018). An overview of internationalization and its relevance for

school and educational psychology. Psychology in the Schools, 55(8), 897–907.
https://doi.org/10.1002/pits.22161

Begeny, J. C. (2018). A working definition and conceptual model of

internationalization for school and educational psychology. Psychology in the
Schools, 55(8), 924-940. https://doi.org/10.1002/pits.22157

Hatzichristou, C., Lampropoulou, A., & Lianos, P. (2020). Social justice

principles as core concepts in school psychology training, research and
practice at a transnational level. School Psychology International, 41(1), 67-86.
https://doi.org/10.1177/0143034319892031

Jimerson, S. R., Skokut, M., Cardenas, S., Malone, H., & Stewart, K. (2008).
Where in the world is school psychology? Examining evidence of school
psychology around the globe. School Psychology International, 29(2), 131–144.
https://doi.org/10.1177/0143034308090056

Nastasi, B. K., Chittooran, M. R. M., Arora, P., & Song, S. (2020). Infusing global
and intercultural perspectives to transform school psychology and school
psychologists. School Psychology, 35(6), 440-450.
https://psycnet.apa.org/doi/10.1037/spq0000403

Vega, D., Lasser, J., & Plotts, C. (2015). Global migration: The need for culturally
competent school psychologists. School Psychology International, 36(4), 358-
374. https://doi.org/10.1177/0143034315587011

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Global School Psychology

Bernett, P., Spence, S., Wilson, C., Gurr, E., Zentner, D., & Wendt, D. C. (2023).
Canadian school psychology and Indigenous Peoples: Opportunities and
recommendations. Canadian Journal of School Psychology, 38(1), 10-29.
https://doi.org/10.1177/08295735231151281

Kit, P. L., Garces-Bacsal, R. M., & Burgetova, K. (2016). Changing

conceptualization of the role of educational psychologists in Singapore.
International Journal of School & Educational Psychology, 4(3), 187-200.
https://doi.org/10.1080/21683603.2015.1112331

Little, S. G., Akin-Little, A., & Johansen, A. (2013). Bi-cultural Aotearoa/New

Zealand: Provision of psychological services to the Māori population of rural
New Zealand: Combining best practice with cultural considerations. School
Psychology International, 34(4), 428-438.
https://doi.org/10.1177/0143034312446891

Nkoma, E., & Kufakunesu, M. (2024). Provision of educational psychological

services under a high inflationary environment in Masvingo Province,
Zimbabwe. School Psychology International, 01430343241247226.
https://doi.org/10.1177/01430343241247226

Pillay, J. (2020). Social justice implications for educational psychologists

working with orphans and vulnerable children in South Africa. School
Psychology International, 41(1), 37-52.
https://doi.org/10.1177/0143034319893005

Wessels, S., & Swart, E. (2024). Ethical dilemmas experienced by school

psychologists in South Africa. International Journal of School & Educational
Psychology. Advance online publication
https://doi.org/10.1080/21683603.2024.2336235

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 The Blue Sky Syllabus

“...transforming school psychology requires that, as a

profession, we change the way we have previously worked
in cultures different from our own, resisting the inclination to
apply research and practices developed with select
populations in North America and Western Europe to the
rest of the world, and engaging local stakeholders in defining
and solving problems through participatory approaches to
research, practice, training, and policy.” (Nastasi et al., 2020,
p. 447

Multimedia

American Psychological Association. The Future of Education and Training in

Psychology - Integration of International Contexts (video)

APA Division 52 (International Psychology). Internationalizing the Psychology

Curriculum: Why & How? (webinar recording)

Society for the Psychological Study of Social Issues. Toward a Decolonial

Psychology: Three Scholars in North American Settings (webinar recording)

Resource

American Psychological Association. Going International: A Practical Guide for

Psychologists (webpage)

21
 Theories for School
Psychology’s Future:
Liberation Psychology

“...if we want psychology to make a significant contribution to

the history of our peoples...we have to redesign our theoretical
and practical tools, but redesign them from the standpoint of
the lives of our own people: from their sufferings, their
aspirations, and their struggles. If I may be permitted to
formulate this proposal in Latin American terms, we must affirm
that any effort at developing a psychology that will contribute
to the liberation of our people has to mean the creation of a
liberation psychology; but to create a liberation psychology is
not simply a theoretical task; first and fundamentally it is a
practical task. Therefore, if Latin American psychology wants to
get started on the road to liberation, it must break out of its
own enslavement. In other words, to achieve a psychology of
liberation demands first that psychology be liberated.”

(Martín-Baró, 1996, p. 25)

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 The Blue Sky Syllabus

Readings

Heitz, H. K. (2022). Liberation psychology: Drawing on history to work toward

resistance and collective healing in the United States. Psychology from the
Margins, 4(1), 4.
https://ideaexchange.uakron.edu/psychologyfromthemargins/vol4/iss1/4/

Moane, G. (2003). Bridging the personal and the political: Practices for a
liberation psychology. American Journal of Community Psychology, 31, 91-101.
https://doi.org/10.1023/A:1023026704576

Singh, A. (2020). Building a counseling psychology of liberation: The path

behind us, under us, and before us. The Counseling Psychologist, 48(8), 1109-
1130. https://doi.org/10.1177/0011000020959007

“Liberation psychologists foster personal and collective agency

by encouraging people to make things happen, as opposed to
having things happen to them. This empowering process is based
on the belief that everyone, regardless of intelligence, ability, or
talent, needs to engage in the world to survive and help to
transform it. Moreover, liberation psychologists believe that
personal liberation leads to collective liberation. According to
Freire (1970), healing and emancipation emerge for both the
oppressed and the oppressor after the oppressed begin their
liberation process.” (Comas-Díaz & Rivera, 2020, p. 6-7)

23
 The Blue Sky Syllabus

Recommended Books
Comas-Díaz, L. E., & Rivera, T. (2020). Liberation psychology: Theory, method,
practice, and social justice (pp. xx-314). American Psychological Association.

Martín-Baró, I. (1996). Writings for a liberation psychology. Harvard University

Press.

Multimedia
Society for Counseling Psychology. Building a Counseling Psychology of
Liberation: Exploring Liberation Principles in Our Own Lives (webinar
recording)

Society for Counseling Psychology. Exploring Liberation Psychology: Teaching,

Training, and Practice (webinar recording)

24
 Theories for School
Psychology’s Future: Critical
School Psychology

“...the purpose of any critical theory when it enters an applied

social science is to upend the said discipline, to challenge the
things that are taken for granted, and, in doing so, open up new
trajectories for the discipline to grow into. Critical theory thus
moves inwards; it helps a system (e.g., an organized profession)
change itself into something more aware of its complicity in the
oppression at a larger sociopolitical level. The goal of critical
school psychology is similar—to challenge the field of school
psychology by uncovering, naming, and interrogating the ways
in which school psychology is complicit in oppression and to
force it to do better.”

(Sabnis & Proctor, p. 668)

25
 The Blue Sky Syllabus

Readings
Corcoran, T., & Vassallo, S. (2024). Critical psychology & education:
Opportunities outside silos. School Psychology International, 45(3), 319-333.
https://doi.org/10.1177/01430343231187064

Proctor, S. L. (2020). Intersectionality as a prism for situating social justice at

the intersection of marginalization and discrimination. NASP Communique,
49(1), 30-32.

Sabnis, S. V., & Proctor, S. L. (2022). Use of critical theory to develop a

conceptual framework for critical school psychology. School Psychology
Review, 51(6), 661–675. https://doi.org/10.1080/2372966X.2021.1949248

Recommended Book

Proctor, S. L., & Rivera, D. P. (2022). Critical theories for school psychology and
counseling. Routledge.

Multimedia

TED. The Urgency of Intersectionality (video)

26
 Theories for School
Psychology’s Future:
Psychology of Radical
Healing

“We define radical healing as being able to sit in a dialectic and

exist in both spaces of resisting oppression and moving toward
freedom. Staying in either extreme—the despair of oppression
or the imagination of possibilities—could be detrimental. On
one end of the spectrum, one could get lost in an overwhelming
sense of disempowerment. On the other end, only focusing on
dreaming for a better future removes oneself from current
reality. We believe it is essential that radical healing includes
both acknowledgment of and active resistance from
oppression, as well as a vision of possibilities for freedom and
wellness. Moreover, the act of being in that dialectic is, in and of
itself, a process of healing.”

(French et al., 2020, p. 24)

27
 The Blue Sky Syllabus

Readings
Adames, H. Y., Chavez-Dueñas, N. Y., Lewis, J. A., Neville, H. A., French, B. H.,
Chen, G. A., & Mosley, D. V. (2023). Radical healing in psychotherapy:
Addressing the wounds of racism-related stress and trauma. Psychotherapy,
60(1), 39-50. https://psycnet.apa.org/doi/10.1037/pst0000435

French, B. H., Lewis, J. A., Mosley, D. V., Adames, H. Y., Chavez-Dueñas, N. Y.,
Chen, G. A., & Neville, H. A. (2020). Toward a psychological framework of
radical healing in communities of color. Counseling Psychologist, 48(1), 14–46.
https://doi.org/10.1177/0011000019843506

Mosley, D. V., Neville, H. A., Chavez‐Dueñas, N. Y., Adames, H. Y., Lewis, J. A., &
French, B. H. (2020). Radical hope in revolting times: Proposing a culturally
relevant psychological framework. Social and Personality Psychology
Compass, 14(1), e12512. https://doi.org/10.1111/spc3.12512

Multimedia
The Counseling Psychologist Podcast. Toward a Psychological Framework of
Radical Healing in Communities of Color

Psychologists Off the Clock Podcast. The Psychology of Radical Healing

Collective with Helen Neville, Hector Adames, Bryana French, and Grace Chen

28
 Futures Pillar: Leadership

School psychologists demonstrate leadership by (a) owning the

power that they have to influence students’ educational
trajectories and responsibly leveraging their power to guide
organizations toward decisions in the best interests of students,
families, and communities; (b) being self-aware and recognizing
how their and others’ sociocultural identities influence access
to and use of power; (c) possessing the critical consciousness to
understand how oppressive processes and structures operate
within organizations; (d) demonstrating civil courage to amplify
the voices of marginalized communities and stand in allyship
with them despite potential repercussions; (e) enacting policies
that promote equity, inclusion, accessibility, and justice and
developing accountability systems to monitor effectiveness;
and (f) working within organizations to ensure diversity across
all ranks of leadership and equitable distribution of power.

29
 The Blue Sky Syllabus

Readings

Chin, J. L., Desormeaux, L., & Sawyer, K. (2016). Making way for paradigms of
diversity leadership. Consulting Psychology Journal: Practice and Research,
68(1), 49-71. https://psycnet.apa.org/doi/10.1037/cpb0000051

Gorski, P. C. (2015). Relieving burnout and the “martyr syndrome” among

social justice education activists: The implications and effects of mindfulness.
The Urban Review, 47, 696-716. https://doi.org/10.1007/s11256-015-0330-0

Gorski, P. (2019). Avoiding racial equity detours. Educational Leadership.

https://www.ascd.org/el/articles/avoiding-racial-equity-detours

Grapin, S. L., & Goldie, P. D. (2023). A model of performative racial ally

behavior: Implications for school psychology. School Psychology Review, 1-14.
https://doi.org/10.1080/2372966X.2023.2278442

Khalifa, M. A., Gooden, M. A., & Davis, J. E. (2016). Culturally responsive school
leadership: A synthesis of the literature. Review of Educational Research, 86(4),
1272-1311. https://doi.org/10.3102/0034654316630383

McKenney, E. L. (2022). Reckoning with ourselves: A critical analysis of white

women’s socialization and school psychology. School Psychology Review,
51(6), 710–725. https://doi.org/10.1080/2372966X.2021.1956856

30
 The Blue Sky Syllabus

Readings, cont.
Pham, A. V., N. Goforth, A., N. Aguilar, L., Burt, I., Bastian, R., & Diaków, D. M.
(2022). Dismantling systemic inequities in school psychology: Cultural humility
as a foundational approach to social justice. School Psychology Review, 51(6),
692–709. https://doi.org/10.1080/2372966X.2021.1941245

Peters, H. C., Luke, M., Bernard, J., & Trepal, H. (2020). Socially just and
culturally responsive leadership within counseling and counseling psychology:
A grounded theory investigation. The Counseling Psychologist, 48(7), 953-985.
https://doi.org/10.1177/0011000020937431

Williams, M. T., Faber, S., Nepton, A., & Ching, T. H. (2023). Racial justice
allyship requires civil courage: A behavioral prescription for moral growth and
change. American Psychologist, 78(1), 1–19.
https://doi.org/10.1037/amp0000940

Multimedia

American Psychological Association. Representation Matters: Diversity and its

Impact on Leadership (webpage)

APA Speaking of Psychology Podcast. Why Diversity Matters, with Robert

Sellers, PhD

Cultural Humility Podcast. What Does It Mean to Be Culturally Humble?

New York Association of School Psychologists. Critical Conversations: Leading

with Intention, A Presidential Discussion (video)

31
 Futures Pillar: Science and
Scholarship

School psychologists produce socially relevant research that is

responsive to student, family, community, and societal needs by
(a) using decolonizing and liberatory research methodologies
that center participants’ voices (e.g., qualitative methods,
participatory action research, community-­based participatory
research); (b) applying a critical lens to the analysis and
interpretation of quantitative data (e.g., QuantCrit); (c)
measuring structural variables such as neighborhood or school
segregation when studying racism and oppression; (d)
promoting epistemic diversity through interdisciplinary
research; (e) elevating the knowledge of marginalized scholars
by citing their work; (f) conducting research on the experiences
of marginalized communities and centering their perspectives
throughout the process; and (g) examining the extent to which
school psychologists’ professional practices influence
educational inequities and student outcomes. Additionally,
school psychologists advocate to address the structural barriers
that disincentivize research on marginalized communities or by
marginalized scholars, and to promote equity in the research
funding and publication process.

32
 The Blue Sky Syllabus

Readings

Benninger, E., Naser, S., & O'Neill, S. M. (2024). Youth as coresearchers: Social
justice means youth as knowledge makers too. School Psychology
International, 45(3), 195-214. https://doi.org/10.1177/01430343231216978

Cole, E. R. (2009). Intersectionality and research in psychology. American

psychologist, 64(3), 170-180. https://psycnet.apa.org/doi/10.1037/a0014564

D’Costa, S., Grant, S., Kulkarni, T., Crossing, A., Zahn, M., & Tanaka, M. L. (2024).
A call for QuantCrit methodologies: Unpacking the need for a critical lens in
school psychology research. School Psychology International, 45(3), 254-279.
https://doi.org/10.1177/01430343231202753

Grapin, S. L., & Fallon, L. M. (2023). Conceptualizing and dismantling white

privilege in school psychology research: An ecological model. School
Psychology Review, 52(5), 504-517.
https://doi.org/10.1080/2372966X.2021.1963998

Hughes, J. L., Camden, A. A., Yangchen, T., Smith, G. P., Rodríguez, M. M. D.,
Rouse, S. V., McDonald, C. P. & Lopez, S. (2022). Guidance for researchers when
using inclusive demographic questions for surveys: Improved and updated
questions. Psi Chi Journal of Psychological Research, 27(4), 232-255.
https://doi.org/10.24839/2325-7342.JN27.4.232

Miller, A. L., Stern, C., & Neville, H. (2019). Forging diversity‐science‐informed

guidelines for research on race and racism in psychological science. Journal of
Social Issues, 75(4), 1240-1261. https://doi.org/10.1111/josi.12356

33
 The Blue Sky Syllabus

Readings, cont.

Ponterotto, J. G. (2010). Qualitative research in multicultural psychology:

Philosophical underpinnings, popular approaches, and ethical considerations.
Cultural Diversity and Ethnic Minority Psychology, 16(4), 581-589.
https://psycnet.apa.org/doi/10.1037/a0012051

Rosenthal, L. (2016). Incorporating intersectionality into psychology: An

opportunity to promote social justice and equity. American Psychologist,
71(6), 474–485. https://doi.org/10.1037/a0040323

Sabnis, S. V., & Newman, D. S. (2023). Epistemological diversity,

constructionism, and social justice research in school psychology. School
Psychology Review, 52(5), 625-638.
https://doi.org/10.1080/2372966X.2022.2094283

Sefotho, M. M., & Letseka, M. (2024). Botho/Ubuntu paradigm as cognitive

justice in psychology. School Psychology International, 45(3), 233-253.
https://doi.org/10.1177/01430343241244748

Settles, I. H., Warner, L. R., Buchanan, N. T., & Jones, M. K. (2020).

Understanding psychology's resistance to intersectionality theory using a
framework of epistemic exclusion and invisibility. Journal of Social Issues,
76(4), 796-813. https://doi.org/10.1111/josi.12403

Talapatra, D., Snider, L. A., McCreadie, K., & Cullen, E. (2024). Elevating
disabled voices: Decentering power in school psychology scholarship. School
Psychology International, 45(3), 215-232.
https://doi.org/10.1177/01430343231201859

34
 The Blue Sky Syllabus

“Social justice research in school psychology can be expanded

by doing away with the self-imposed epistemological seclusion,
and opening school psychology to nonobjectivist
epistemologies that are sensitive to the dynamic and unstable
nature of power, oppression, culture, and injustice. This would
allow school psychology to produce new kinds of
understandings of schools and society which can then inform
the practice of school psychology.” (Sabnis & Newman, 2023, p.
636)

Multimedia

American Psychological Association. Introduction to QuantCrit: Overview and

Application of QuantCrit Principles (webinar recording)

Columbia University: Teachers College. Decolonizing Psychology Training

Conference: Research Practices (webinar recording)

Society for the Psychological Study of Social Issues. CODAPAR Series Webinar
2: Taking the First Steps Toward Policy-Relevant Research (webinar recording)

Resource

Society for the Psychological Study of Social Issues. Integrated Toolkit:

Fostering Policy-Related Psychological Research (webpage)

35
 Futures Pillar: Practice

School psychologists incorporate healing-­centered approaches

in their assessment, intervention, and consultation practices by
(a) acknowledging that oppression affects students’ school
experiences, access to educational opportunities, and
psychological wellbeing; (b) using an ecological approach to
case conceptualization and intervention development to
contextualize students’ experiences and develop interventions
that are culturally tailored and ecologically relevant; (c)
adopting an equity-centered multi-tier systems of support
framework to coordinate prevention and intervention services;
(d) collecting multiple forms of data when conducting an
assessment (e.g., observations, interviews) and not placing
undue weight on scores from psychometric measures; (e)
promoting students’ positive identity development by using
interventions that amplify students’, families’, and
communities’ cultural strengths; (f) co-constructing
interventions with students that develop their critical
consciousness and empower them with self-advocacy skills; (g)
fostering community spaces for marginalized students that
allow them to give voice to oppressive experiences and be
affirmed and validated by their peers; and (h) describing
students and families with language that emphasizes their
cultural strengths and avoids deficit narratives.

36
 The Blue Sky Syllabus

Readings

Arora, P. G., Parr, K. M., Khoo, O., Lim, K., Coriano, V., & Baker, C. N. (2021).
Cultural adaptations to youth mental health interventions: A systematic
review. Journal of Child and Family Studies, 30(10), 2539-2562.
https://doi.org/10.1007/s10826-021-02058-3

Aston, C., Smith, L., & Woods, I. (2022). Examining the importance of rooting
out bias through culturally responsive clinical judgement when assessing
Black children. School Psychology International, 43(6), 568-583.
https://doi.org/10.1177/01430343221075352

Bernal, G., Jiménez-Chafey, M. I., & Domenech Rodríguez, M. M. (2009). Cultural

adaptation of treatments: A resource for considering culture in evidence-based
practice. Professional Psychology: Research and Practice, 40(4), 361-368.
https://psycnet.apa.org/doi/10.1037/a0016401

Clauss-Ehlers, C. S., Chiriboga, D. A., Hunter, S. J., Roysircar, G., & Tummala-
Narra, P. (2019). APA multicultural guidelines executive summary: Ecological
approach to context, identity, and intersectionality. American Psychologist,
74(2), 232–244. https://doi.org/10.1037/amp0000382

Collier-Meek, M. A., Kratochwill, T. R., Luh, H. J., Sanetti, L. M., & Susilo, A.
(2023). Reflections on consultation: Applying a DisCrit and equitable
implementation lens to help school psychologists disrupt disparities. Journal
of Educational and Psychological Consultation, 33(1), 10-44.
https://doi.org/10.1080/10474412.2022.2131558

Fallon, L. M., Veiga, M., & Sugai, G. (2023). Strengthening MTSS for behavior
(MTSS-B) to promote racial equity. School Psychology Review, 52(5), 518-533.
https://doi.org/10.1080/2372966X.2021.1972333

37
 The Blue Sky Syllabus

Readings, cont.

Hailes, H. P., Ceccolini, C. J., Gutowski, E., & Liang, B. (2021). Ethical guidelines
for social justice in psychology. Professional Psychology: Research and
Practice, 52(1), 1-11. https://psycnet.apa.org/doi/10.1037/pro0000291

Hass, M. R., & Abdou, A. S. (2019). Culturally responsive interviewing practices.

Contemporary School Psychology, 23, 47-56. https://doi.org/10.1007/s40688-
018-0204-z

Holman, A. R., D’Costa, S., & Janowitch, L. (2023). Toward equity in school-
based assessment: Incorporating collaborative/therapeutic techniques to
redistribute power. School Psychology Review, 52(5), 534-547.
https://doi.org/10.1080/2372966X.2021.1997060

Ieva, K. P., Beasley, J., & Steen, S. (2021). Equipping school counselors for
antiracist healing centered groups: A critical examination of preparation,
connected curricula, professional practice and oversight. Teaching and
Supervision in Counseling, 3(2), 64-78. https://doi.org/10.7290/tsc030207

Kiperman, S., Clark, K., Renshaw, T. L., Anderson, J. R., Bernstein, E., &
Willenbrink, J. B. (2024). Guidelines toward more socially just mental health
screening in schools. School Psychology, 39(2), 151–166.
https://doi.org/10.1037/spq0000558

Malone, C. M., Wycoff, K., & Turner, E. A. (2022). Applying a MTSS framework to
address racism and promote mental health for racial/ethnic minoritized youth.
Psychology in the Schools, 59(12), 2438-2452.
https://doi.org/10.1002/pits.22606

38
 The Blue Sky Syllabus

Readings, cont.
Saleem, F. T., Howard, T. C., & Langley, A. K. (2022). Understanding and
addressing racial stress and trauma in schools: A pathway toward resistance
and healing. Psychology in the Schools, 59(12), 2506-2521.
https://doi.org/10.1002/pits.22615

Singh, M. N., & Gudiño, O. G. (2023). Translating liberation psychology for

children and adolescents from historically marginalized racial and ethnic
backgrounds: A synthesis of the literature. Clinical Child and Family
Psychology Review, 26(1), 65–81. https://doi.org/10.1007/s10567-022-00416-1

Sullivan, A. L., Harris, B., Miller, F. G., Fallon, L. M., Weeks, M. R., Malone, C. M.,
Kulkarni, T., Proctor, S. L., Johnson, A. H., Rossen, E., Nguyen, T., & Shaver, E.
(2021). A call to action for school psychology to address COVID-19 health
disparities and advance social justice. School Psychology, 36(5), 410–421.
https://doi.org/10.1037/spq0000463

Terry, N. P., & Albritton, K. (2023). Commentary: If not you, then who: Equity,
social justice, and the role of school psychologists in ensuring reading success
for all learners. School Psychology, 38(1), 44-47.
https://psycnet.apa.org/doi/10.1037/spq0000525

“As a step toward equity, we assert that by genuinely

bringing children and families into the process as
collaborative partners and experts on their own lives,
rather than as subjects to be examined, there can be a
shift in the experience and function of psychoeducational
assessments.” (Holman et al., 2023, p. 542)

39
 The Blue Sky Syllabus

Multimedia

Behavioral Alliance of South Carolina. Application of the Revised APA

Multicultural Guidelines to School Mental Health (webinar recording)

Dear School Psych Sistah. Culturally Affirming Assessment of English Language

Learners (podcast)

Liberation Now. Approaching Therapy from an Anti-Oppressive & Anti-Racism

Lens (podcast)

National Association of School Psychologists. Encountering and Overcoming

Resistance to Social Justice in Practice (#SP4SJ) (podcast)

National Association of School Psychologists: EDI Podcast Series [EP2]:

Creating Welcoming, Affirming, and Inclusive Schools

Resources

The Future of Healing: Shifting from Trauma Informed Care to Healing

Centered Engagement (Medium article)

Systems-Centered Language (Medium article)

40
Futures Pillar: Education and
Lifelong Learning

School psychologists participate in graduate education and

professional development opportunities that (a) promote the
development of cultural reflexivity, cultural humility, and
critical consciousness; (b) cultivate the knowledge, skills, and
dispositions to engage in culturally responsive and socially just
practice and research; (c) provide explicit instruction in social
justice advocacy models; and (d) include topics related to the
experiences of marginalized communities using research and
other content (e.g., podcasts, books) created by members of
those communities. Additionally, professional learning
experiences are based on relevant training models with an
explicit focus on social justice advocacy and liberation such as
the scientist-­practitioner-advocate model and the public
psychology for liberation training model.

41
 The Blue Sky Syllabus

Readings

Cooper, J. M., Holmes, S. R., Kaiser, L. T., & Miranda, A. H. (2024). Getting
comfortable with being uncomfortable: Approaches to training in culturally
relevant consultation. Journal of Educational and Psychological Consultation,
1-34. https://doi.org/10.1080/10474412.2024.2311370

Edyburn, K. L., Bertone, A., Raines, T. C., Hinton, T., Twyford, J., & Dowdy, E.
(2023). Integrating intersectionality, social determinants of health, and
healing: A new training framework for school-based mental health. School
Psychology Review, 52(5), 563-585.
https://doi.org/10.1080/2372966X.2021.2024767

Fisher, E. S. (2020). Cultural humility as a form of social justice: Promising

practices for global school psychology training. School Psychology
International, 41(1), 53-66. https://doi.org/10.1177/0143034319893097

Goodman R. D., Williams J., Chung R. C-Y., Talleyrand R., Douglass A., McMahon
G., Bemak F. (2015). Decolonizing traditional pedagogies and practices in
counseling and psychology education: A move towards social justice and
action. In Goodman R., Gorski P. (Eds.), Decolonizing “multicultural”
counseling through social justice (pp. 147-164). New York, NY: Springer.

Jones, J. M., Sander, J. B., & Booker, K. W. (2013). Multicultural competency

building: Practical solutions for training and evaluating student progress.
Training and Education in Professional Psychology, 7(1), 12-22.
https://psycnet.apa.org/doi/10.1037/a0030880

42
 The Blue Sky Syllabus

Readings, cont.

Mallinckrodt, B., Miles, J. R., & Levy, J. J. (2014). The scientist-­practitioner-

advocate model: Addressing contemporary training needs for social justice
advocacy. Training and Education in Professional Psychology, 8(4), 303–311.
https://doi.org/10.1037/tep0000045

Malone, C. M., & Barclift, M. (2023). Correlates of social justice values in school
psychology graduate students. School Psychology, 1–11. Advance online
publication. https://doi.org/10.1037/spq0000572

Neville, H. A., Ruedas-Gracia, N., Lee, B. A., Ogunfemi, N., Maghsoodi, A. H.,
Mosley, D. V., LaFromboise, T., & Fine, M. (2021). The public psychology for
liberation training model: A call to transform the discipline. American
Psychologist, 76(8), 1248–1265. https://doi.org/10.1037/amp0000887

Vega, D., Tabbah, R., & Monserrate, M. (2018). Multicultural school psychology
training: An examination of students’ self‐reported course outcomes.
Psychology in the Schools, 55(5), 449-463. https://doi.org/10.1002/pits.22123

Volpe, V. V., Hope, E. C., Mosley, D. V., Javidi, H., Sosoo, E. E., & Benson, G. P.
(2023). How we get free: Graduate training as an opportunity for equitable
participation and liberation. Perspectives on Psychological Science, 18(2), 428-
444. https://doi.org/10.1177/17456916221096086

Woods-Jaeger, B., Cho, B., & Briggs, E. C. (2024). Training psychologists to

address social determinants of mental health. Training and Education in
Professional Psychology, 18(1), 31–41.
https://psycnet.apa.org/doi/10.1037/tep0000307

43
 The Blue Sky Syllabus

“Psychologists have the potential to be leaders in the fight to

eliminate mental health disparities, and psychology training
programs have an important tole to play in building future
psychologists’ capacity to do so. Training psychologists to
develop knowledge of and skills to address the social
determinants on mental health is critical to accomplish this
goal.” (Woods-Jaeger et al., 2024, p. 32)

Multimedia
Columbia University: Teachers College. Decolonizing Psychology Training
Conference: Curriculum

Resources

American Psychological Association. Inclusion of Social Class in Psychology

Curricula (webpage)

Council of the Chairs of Training Councils. CCTC 2020: Social Responsiveness in

Health Service Psychology Education and Training Toolkit

National Association of School Psychologists. Social Justice Lesson Plans

44
 The Blue Sky Syllabus

Self-Reflection and Awareness Tools

Malone, C. M., Briggs, C., Ricks, E., Middleton, K., Fisher, S., & Connell, J. (2016).
Development and initial examination of the School Psychology Multicultural
Competence Scale. Contemporary School Psychology, 20, 230-239.
https://doi.org/10.1007/s40688-015-0079-1

Pieterse, A. L., Utsey, S. O., & Miller, M. J. (2016). Development and initial
validation of the anti-racism behavioral inventory (ARBI). Counselling
Psychology Quarterly, 29(4), 356-381.
https://doi.org/10.1080/09515070.2015.1101534

Prieto, L. R. (2012). Initial factor analysis and cross-validation of the

Multicultural Teaching Competencies Inventory. Journal of Diversity in Higher
Education, 5(1), 50-62. https://psycnet.apa.org/doi/10.1037/a0026199

Shin, R. Q., Ezeofor, I., Smith, L. C., Welch, J. C., & Goodrich, K. M. (2016). The
development and validation of the Contemporary Critical Consciousness
Measure. Journal of Counseling Psychology, 63(2), 210-223.
http://dx.doi.org/10.1037/cou0000137

Shriberg, D., Malone, C. M., Kelly-Vance, L., Abdou, A. S., Carlock, K., Nwancha,
B., Nygaard, M. A., Rowan, J. N., & Zheng, A. (2023). Social Justice Competency
Areas and the NASP Practice Model. Contemporary School Psychology, 1-13.
Advance online publication https://doi.org/10.1007/s40688-023-00480-6

Torres-Harding, S. R., Siers, B., & Olson, B. D. (2012). Development and

psychometric evaluation of the Social Justice Scale (SJS). American Journal of
Community Psychology, 50, 77-88. https://doi.org/10.1007/s10464-011-9478-2

45
 Futures Pillar: Workforce
Development

School psychologists work to increase the cultural, racial,

ethnic, and linguistic diversity of the profession by (a)
intentionally using research-based recruitment and retention
strategies (e.g., inclusive climate, financial support, access to
other minoritized professionals, opportunities for multicultural
training, mentorship); (b) addressing issues of workplace
discrimination by advocating for safe, supportive, and inclusive
environments and systems-level accountability policies; (c)
providing access to affinity spaces where school psychologists
from marginalized and/or underrepresented groups can receive
support and develop strategies for collective empowerment;
and (d) engaging in equity audits to evaluate the extent to
which hiring and admission policies impede or promote
diversity.

46
 The Blue Sky Syllabus

Readings

Aguilar, L. N., Mojica, K., Lim, H. S., Ruiz-Montoya, M. D., Palmer, J. T. S.,
Serratos, C. B., & Soto, J. M. (2023). Surviving and thriving in school psychology
through community building and storytelling: A collaborative
autoethnography. School Psychology International. Advance online
publication https://doi.org/10.1177/01430343231194733

Chandler, D. R. (2011). Proactively addressing the shortage of Blacks in

psychology: Highlighting the school psychology subfield. Journal of Black
Psychology, 37(1), 99–127. https://doi.org/10.1177/0095798409359774

Chen, C. Y. C., Hernando, M. M., & Panebianco, A. (2020). Sexual minority school
psychologists’ perceptions of school climate and professional commitment.
Sexuality Research and Social Policy, 17(1), 104–118.
https://doi.org/10.1007/s13178-019-0376-y

Chen, C. Y. C., Panebianco, A., & Verkuilen, J. (2023). Exploration of the

experiences of sexual and gender minority students in school psychology
programs. Psychology of Sexual Orientation and Gender Diversity, 10(1), 44-55.
https://psycnet.apa.org/doi/10.1037/sgd0000485

Green, T. D., Ammah, B. B., Butler-Byrd, N., Brandon, R., & McIntosh, A. (2017).
African–American Mentoring Program (AAMP): Addressing the cracks in the
graduate education pipeline. Mentoring & Tutoring: Partnership in Learning,
25(5), 528-547. https://doi.org/10.1080/13611267.2017.1415807

Lim, K., Staubi, K., Adams, L., Higa, J., Parr, K., Frank, E., & Arora, P. G. (2023).
Increasing the recruitment and retention of REM students within school
psychology: The potential of diversity committees. Psychology in the Schools,
60(4), 1164-1185. https://doi.org/10.1002/pits.22827

47
 The Blue Sky Syllabus

Readings, cont.

Lund, E. M., Andrews, E. E., & Holt, J. H. (2016). A qualitative analysis of advice
from and for trainees with disabilities in professional psychology. Training and
Education in Professional Psychology, 10(4), 206-213.
https://psycnet.apa.org/doi/10.1037/tep0000125

Malone, C. M., & Harper, E. A. (2022). Liberatory mentoring as an inclusion

strategy for racial and ethnic minoritized students. School Psychology Training
and Pedagogy, 39(2), 1-13.

Parker, J., Haskins, N., Chae, N., Fulmore, K., & Nortey, A. N. (2023).
Development of an interdisciplinary support program for early career women
of color in school-based mental health fields. School Psychology Review, 1-14.
https://doi.org/10.1080/2372966X.2023.2291008

Proctor, S. L., & Owens, C. (2019). School psychology graduate education

retention research characteristics: Implications for diversity initiatives in the
profession. Psychology in the Schools, 56(6), 1037–1052.
https://doi.org/10.1002/pits.22228

Proctor, S. L., & Romano, M. (2016). School psychology recruitment research

characteristics and implications for increasing racial and ethnic diversity.
School Psychology Quarterly, 31(3), 311–326.
https://doi.org/10.1037/spq0000154

Trent, F., Dwiwardani, C., & Page, C. (2021). Factors impacting the retention of
students of color in graduate programs: A qualitative study. Training and
Education in Professional Psychology, 15(3), 219-229.
https://psycnet.apa.org/doi/10.1037/tep0000319

48
 The Blue Sky Syllabus

Readings, cont.

Yang, C., Chen, C., Chan, M., Wang, C., Luo, H., & Lin, X. (2021). Training
experience in the US school psychology program: Understanding Asian
international students’ assets, challenges, and coping. Contemporary School
Psychology, 25, 299-310. https://doi.org/10.1007/s40688-020-00320-x

Multimedia

Columbia University: Teachers College. Decolonizing Psychology Training

Conference: Mentorship

National Association of School Psychologists. EDI Podcast Series [EP6]: A Place

to Belong: Improving School Psychology Graduate Program Climate

“Graduate programs hold the responsibility of ensuring an

equitable structure that fosters belongingness for all students
instead of having the expectation that new students will
assimilate into the dominant culture. Programs can encourage
positive interactions and work toward changing the implicit
culture of their institution by training faculty and staff to
become “proactive bystanders” and respond/react to an event
even if they are not personally impacted (Scully & Rowe,
2009).” (Trent et al., 2021, p. 226)

49
 Futures Pillar: Advocacy

School psychologists advocate for just and equitable policies

and practices at the school, district, local, state, and national
levels by (a) using their power and privilege to increase public
awareness of social injustices in schools and community
concerns; (b) empowering students, families, and communities
with self-advocacy skills; (c) developing alliances with student,
family, and community groups to address local issues; (d)
broadening their advocacy focus to address issues that
contribute to and/or exacerbate educational and mental health
inequities; and (e) using their expertise to contribute to the
development of public policies and legislation that address
social inequities. Additionally, school psychologists engage in
professional advocacy to promote the profession and remove
any barriers affecting their ability to provide comprehensive
school psychological services and address the needs of
children, families, and communities.

50
 The Blue Sky Syllabus

Readings

Malone, C. M., & Proctor, S. L. (2019). Demystifying social justice for school
psychology practice. NASP Communiqué, 48(1), 1, 21–23.

McKenney, E. L., Heidelburg, K., Fallon, L. M., McPherson, E. C., Sipior, C., &
Sunda, R. (2023). Micro-level advocacy toward socially just multi-tiered
systems of support: Knowledge and values. School Psychology Review, 1-17.
https://doi.org/10.1080/2372966X.2023.2197502

Melton, M. L. (2018). Ally, activist, advocate: Addressing role complexities for

the multiculturally competent psychologist. Professional Psychology:
Research and Practice, 49(1), 83-89.
https://psycnet.apa.org/doi/10.1037/pro0000175

Mizock, L., & Page, K. V. (2016). Evaluating the ally role: Contributions,
limitations, and the activist position in counseling and psychology. Journal for
Social Action in Counseling & Psychology, 8(1), 17-33.
https://doi.org/10.33043/JSACP.8.1.17-33

Nadal, K. L. (2017). “Let’s get in formation”: On becoming a psychologist–

activist in the 21st century. American Psychologist, 72(9), 935.
https://psycnet.apa.org/doi/10.1037/amp0000212

Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. F. (2007). The ACA advocacy
competencies: A social justice advocacy framework for professional school
counselors. Professional School Counseling, 11(2), 90-97.
https://doi.org/10.1177/2156759X0701100203

51
 The Blue Sky Syllabus

Readings, cont.

Singh, M. N., Roberts, M. C., McKinney, W. S., Kelly, S., Ortega, A., Doyle, R., &
Tampke, E. C. (2023). Advocacy as a professional competency in psychology.
Training and Education in Professional Psychology, 17(4), 414–422.
https://doi.org/10.1037/tep0000450

Multimedia

Society for the Psychological Study of Social Issues. CODAPAR Series Webinar
2: Taking the First Steps Toward Policy-Relevant Research

Young People Lead: Standing on Policy. Standing on Educational Policy

“Overall, psychology has a place, and adds a unique value, in

addressing the effect that structurally oppressive and
marginalizing social policies and practices have on the health
and well-being of people. Psychologists can approach carrying
out social responsibilities in two ways: using their work as a
means for bringing about prosocial change, and/or moving the
discipline as a whole toward an integration of activism with
scholarship (Lewis, Ratts, Paladino, & Toporek, 2011).”
(Melton, 2018, p. 84)

52
 Reimagining School
Psychology

“The vision presented in this paper is ambitious. It is also attainable. As

a profession, we must be willing to engage in critical self-examination,
acknowledge and take accountability for the ways in which we have
been complicit in maintaining oppressive systems, and challenge
ourselves to do better. The overarching questions for us to consider are,
‘As school psychologists, how have we been complicit in maintaining
oppressive systems? And how do I move beyond our complicity to
action?’”

(Malone, 2024, p. 335).

53
 The Blue Sky Syllabus

Readings
Day, S. J. (2023). Collectively dreaming toward Indigenized school psychology
education and training. Canadian Journal of School Psychology, 38(1), 46-63.
https://doi.org/10.1177/08295735221146357

Malone, C. M. (2024). Moving school psychology beyond the clouds of injustice:

A blue sky discussion. School Psychology Review, 53(3), 324-340.
https://doi.org/10.1080/2372966X.2024.2330111

Williams, S. A., Cooper, J. M., & Shriberg, D. (2021). Social justice, anti-racism
and school psychology: Reconciling with our past to build an equitable future.
School Psychology Training and Pedagogy, 38(1), 1-10.

Multimedia
National Association of School Psychologists. NASP 2023 – President’s
Remarks: Radical Hope, Authentic Healing (video)

Recommended Book
Singh, A. A. (2019). The racial healing handbook: Practical activities to help you
challenge privilege, confront systemic racism, and engage in collective
healing. New Harbinger Publications.

54
 Meet the Curator
Celeste M. Malone, PhD, MS, is an associate professor
of school psychology at Howard University and a past
president of the National Association of School
Psychologists. Her primary research interest relates to
multicultural and diversity issues embedded in the
training and practice of school psychology. Specifically,
her work addresses the development of multicultural
competence through education and training,
diversification of the profession of school psychology,
and the relationship between culturally responsive
practice and pre-K–12 student outcomes.

How to cite this syllabus:

Malone, C. M. (2024). The blue sky syllabus: Ideas to move school
psychology beyond the clouds of injustice.

Contact Dr. Malone

The Blue Sky Syllabus: Ideas to Move School Psychology Beyond the Clouds of Injustice © 2024 by Celeste M. Malone is licensed under
CC BY-NC-ND 4.0. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-nd/4.0/