Tag Archives: Advocacy

Conducting Social Justice Research

While social justice topics in psychological research are not novel, sociopolitical changes in recent decades have perhaps illuminated the need for the incorporation of social justice research in psychological science and practice. Social justice and advocacy are woven into every corner of our professional experiences – from our didactic and academic competencies to our clinical training and ethics codes. Psychological science is no exception.

Incorporating social justice topics into our research can seem like a difficult feat. Everywhere you look, there are systemic hurdles that may stand in your way of feeling comfortable and confident taking on social justice research. Maybe it’s the voice in your head telling you “this project isn’t going to be the one to dismantle oppression,” or perhaps it’s a belief that your research does not fit under the umbrella of social justice topics. In other cases, it may be a lack of formal training in conducting research that utilizes appropriate methodology to produce socially just outcomes and findings. However, as students in psychology, we hold the power to not only ask “what answers do we not have yet?” but to rephrase the question into “whose voice is missing from the narrative?”

Here are some starting points for the interested researcher who hopes to embark on social justice research.

Qualitative Methods

If you’re anything like me, digesting quantitative research may bring you comfort. Something about attaching numbers and statistics to your work can make your analyses feel supported and concrete. However, is hard to fully understand someone’s experiences, reactions, and thoughts through numbers alone. Narrative-based research, interviews, and other qualitative methods allow researchers to analyze participant perspectives and experiences through a richness of storytelling. Participants can provide context to their answers and can help develop insight around a phenomenon through exploratory methods, often imperative to social justice research. When the question is regarding whose voice has not been incorporated into the narrative yet, sometimes the best methods are the ones utilizing the voices themselves. After all, our research is what makes psychology a science, and qualitative methodologies are just as rigorous as quantitative.

In some qualitative methodologies, participating community members are welcomed as collaborators to contribute to the design, implementation, and outcomes of the research. Participatory Action Research (PAR) and Community Based Research are two such examples of this. These qualitative approaches to research emphasize the importance of community, understanding sociocultural structures, and action, making them excellent methods to utilize when conducting social justice research. Importantly, they empower the stakeholders of the community you are working with to be active participants in your research.

Me-Search

I first heard the term “me-search” when starting graduate school. The appeal of doing research on a topic that resonated with me, my experiences, and potentially the related experiences of others has since fueled my research endeavors throughout my academic career. I began to realize how disconnected I felt from the research I was digesting. Experiences I knew all too well were seemingly nowhere to be found in the existing literature. I have found that me-search has been a great way to incorporate social justice topics into my own research. As a biracial, queer, gender-expansive graduate student, researching topics and experiences I know first-hand provides me not only with an opportunity to ensure voices like mine are heard, but also allows me to feel connected with the research I conduct. To put it simply, sometimes when you consider whose perspective is missing from the narrative, the answer can very feasibly be “mine.”

However, it is important to emphasize the need for self-care when conducting me-search related to social justice topics. Not only does researching something you have personally experienced make it easier to bring your work home with you, but me-search can put you in the position to reflect on the ways in which you yourself are impacted by oppressive systems. Participating in self-care activities and avoiding burnout is important to ensure you are prioritizing your well-being and can approach your research with interest and enthusiasm. Whether it’s putting space between yourself and academia or finding comfort in the connectedness you feel with the communities you are researching, self-care is yours to define and is an important part of conducting socially just research.

Becoming a researcher and scientist in psychology can feel like a daunting task. Additionally, knowing your research can inform social change can feel intimidating. Our research has the potential to be utilized for advocacy, fight against oppressive forces, and promote well-being. I encourage you to keep looking for the holes in our current literature and to listen for those voices that call to you in need of being amplified.

Resources

Cokley, K., & Awad, G. H. (2013). In defense of quantitative methods: Using the “Master’s Tools” to promote social justice. Journal for Social Action in Counseling and Psychology, 5(2), 26-41.

Fassinger, R. E., & Morrow, S. (2013). Toward best practices in quantitative, qualitative, and mixed-method research: A social justice perspective. Journal for Social Action in Counseling and Psychology, 5(2), 69-83.

Frost, D. M. (2018). Narrative approaches within a social psychology of social justice: The potential utility of narrative evidence. In P. Hammack (Ed.), The Oxford Handbook of Social Psychology and Social Justice (pp. 83-93). New York, NY: Oxford University Press.

Kidd, S. A., & Kral, M. J. (2005). Practicing participatory action research. Journal of Counseling Psychology, 52, 187-195.

Levitt, H. M., Motulsky, S. L., Wertz, F. J., Morrow, S. L., & Ponterotto, J. G. (2017). Recommendations for designing and reviewing qualitative research in psychology: Promoting methodological integrity. Qualitative Psychology, 4, 2-22.

Paquin, J. D., Tao, K. W., & Budge, S. L. (2019). Toward a psychotherapy science for all: Conducting ethical and socially just research. Psychotherapy, 56(4), 491.

Ponterotto, J. G. (2005). Qualitative research in counseling psychology: A primer on research paradigms and philosophy of science. Journal of Counseling Psychology, 52, 136-136.


Posted by Sarah Kohnen, an APAGS Science Committee member and counseling psychology doctoral student at Chatham University. Feel free to reach out to Sarah with any questions you may have!

APAGS CSOGD Committee Spotlight: Emily Boswell

What is your name and pronouns? 

Emily Boswell, she/her.

What is your program and year? 

I am a rising 4th year Counseling Psychology Ph.D. candidate at Ball State University in Muncie, IN. 

What brought you to CSOGD? 

I had been interested in engaging in advocacy work for the LGBTQ+ community for several years, but I had never been aware of leadership positions. I applied to CSOGD after experiencing anti-LGBTQ+ prejudice as a psychologist-in-training and I did not have a large network of LGBTQ+ psychologists to consult or receive support in navigating these experiences. I wanted to use this platform to support other LGBTQ+ students in psychology who also found themselves in need of support, advocacy, and connection. 

What LGBTQ+ advocacy projects are you involved in? 

In addition to coordinating APAGS-CSOGD’s efforts, I’ve provided trainings to clinicians-in-training regarding multicultural competence in working with LGBTQ+ clients, with specific focus on working with LGBTQ+ youth. I’ve also advocated for the creation of community check-ins within my program’s department. 

What are your research interests and experiences? 

My research is currently focused on assessing clinicians’ competency in working with clients who hold an asexual-spectrum identity, and how clinicians’ attitudes impact clinical decision-making when working with asexual clients.  

What are your clinical interests?
I have primarily worked with LGBTQ+ adolescents and young adults and I love working with folx who are navigating identity development. I also enjoy working with folx who have experienced sexual trauma, anxiety, depression, and family of origin concerns.  

What other interests do you have? 

I currently have approximately 30 plants that I try to keep alive (some more successfully than others), and two cats (that I very successfully keep alive) named Loki and Onion. I love lifting weights, drawing with charcoal, playing my bass guitar, and watching TV – I’m currently obsessed with Stranger Things.

 

APAGS CSOGD Committee Spotlight: Aidan Kraus

What is your name and pronouns?

Aidan D. Kraus, (they/them/theirs)

What is your program and year?

2nd year Ph.D. Student

Counseling Psychology, Specialization in Sport & Performance Psychology

Boston University Wheelock College of Education & Human Development

What brought you to CSOGD?

It was recommended that I apply to join APAGS from a former CSOGD member after vocalizing how I was looking to build my LGBTQIA+ community within academic settings. Working with CSOGD over the past two years has been an incredible experience as we continue to support one another in producing meaningful and affirming work and resources for the LGBTQIA+ community within APA and beyond. I feel so humbled to be a part of such a caring and encouraging group of LGBTQIA+ graduate students and allies.

What LGBTQ+ advocacy projects are you involved in?

In addition to being a subcommittee member for the APAGS CSOGD, I am a Student Representative for the APA Division 17 Section for the Advocacy of Sexual Orientation and Gender Diversity (SASOGD), a Co-Chair of the Pride (LGBTQ+) Special Interest Group through the Association for Applied Sport Psychology, and an Equity, Diversity & Inclusion Committee Member through Boston University Wheelock College of Education & Human Development. I am also working on projects focused on transgender inclusion policies for sports participation at the K-12 levels.

What are your research interests and experiences?

My research focuses on the wellbeing, mental health, and sense of belonging of transgender and non-binary youth and athletes from across the United States as part of a pilot longitudinal project. Additionally, my research also includes developing and analyzing trauma-informed coaching practices for sport coaches at the K-12, high school, collegiate, and elite levels.

What are your clinical interests?

I am interested in providing clinical and performance enhancement support to athletes at the collegiate and professional levels. In addition to working within an athletic department or for individual teams, I plan to open a private practice focused on providing affirming clinical and performance enhancement services to athletes who identify as LGBTQIA+ at all levels of play.

What other interests do you have?

I enjoy playing and watching sports, live music, photography, and spending time exploring new places with friends and family.

APAGS CSOGD Committee Spotlight: Jared Boot

This blog post is a part of a series developed by the APAGS Committee on Sexual Orientation and Gender Diversity (CSOGD) to celebrate LGBTQ+ graduate student leaders in psychology. If you are interested in learning more about APAGS-CSOGD and leadership opportunities within APAGS, please contact Emily Boswell (she/her). 

What is your name and pronouns?

Jared Boot (he/him)

What is your program and year?

I am a third-year student in a Clinical Psychology PsyD program at The Michigan School of Psychology.

What brought you to CSOGD?

I wanted to make a difference for other LGBTQIA+ psychology students. I was inspired by the Trans Resource Guide, which aids students in advocating for inclusive campus environments, and I used that resource to implement changes on my campus. I was also a mentee in the LGBTQIA+ mentoring program and found that to be a meaningful experience that helped me gain confidence, connections, and feel affirmed as an LGBTQIA+ student. I wanted to join the committee and be a part of continuing to make a difference for LGBTQIA+ students, and it has been a privilege to work with other mentors and mentees to support the growth and development of other LGBTQIA+ students. I also sought to bridge CSOGD with other LGBTQIA+ healthcare organizations, particularly interdisciplinary organizations like GLMA, where I serve as a student board member and Co-Chair of the Health Professionals in Training Committee (HPiT). Some of their work related to curricular reform efforts to incorporating LGBTQIA+ content in health professional trainee curriculum is aligned with CSOGD’s mission.

What LGBTQ+ advocacy projects are you involved in?

My most recent advocacy project was advocating for and helping draft a position statement on the rights and dignities of asexual individuals from the American Association of Sexuality Educators, Counselors, and Therapists (AASECT). Asexual individuals often face stigmatizing and pathologizing experiences from healthcare providers, including psychologists, and hopefully, AASECT being the first healthcare organization to make a statement on affirming care for asexual individuals improves the experiences of members of that community. Another advocacy project I tackled during my time as the Chair of the World Professional Association of Transgender Health (WPATH) was related to increasing funding opportunities for students and trainees to attend WPATH conferences.

What are your research interests and experiences?

I recently finished a preliminary study assessing transgender competency for rural clinicians. This study looked at comparing rural clinicians who either completed a 10-hour general multicultural training or a 10-hour intensive transgender training and whether there were difference in transgender competency. Differences between groups were discovered, but only via the open-ended qualitative instrument and not through the Likert-based measure of transgender competency. This may have implications for the types of assessments used in competency trainings and whether we include material related to LGBTQIA+ individuals in multicultural courses or teach material related to affirming care for LGBTQIA+ individuals as an intensive stand-alone course.

My dissertation is focused on the unique minority stress factors, resilience factors, and their contribution to psychological distress among those holding the intersecting identity of asexual and transgender/gender diverse. This is an under-researched community within asexual research despite transgender and gender diverse folx identifying as asexual at up to ten times the number of cisgender folx who identify as asexual. 

What are your clinical interests?

My primary clinical interests are gender and sex therapy and intuitive eating counseling. I was fortunate to go through training and certification through the World Professional Association of Transgender Health and the AASECT and find it especially rewarding to work with individuals looking to embrace their identity, whether it is as a person with a diverse sexual or gender identity or an individual seeking to affirm their size diversity through intuitive eating counseling. 

What other interests do you have?

Taking care of, walking, and playing with my two sphinx cats, Horus and Cleopatra, and seeing musicals with my fiancé Aaron.

APAGS CSOGD Committee Spotlight: Lexie Wille

This blog post is a part of a series developed by the APAGS Committee on Sexual Orientation and Gender Diversity (CSOGD) to celebrate LGBTQ+ graduate student leaders in psychology. If you are interested in learning more about APAGS-CSOGD and leadership opportunities within APAGS, please contact Emily Boswell (she/her). 

What is your name and pronouns?

Lexie Wille, she/her.

What is your program and year?

I am a rising 5th year Counseling Psychology Ph.D. student at the University of Texas at Austin.

What brought you to CSOGD?

As I moved along in my program, I started to think about my time post-graduation more and more — What kinds of work can psychologists do within an organization like APA? What kind of job do I want to get? What kind of advocacy do I want to get involved in? I saw CSOGD as a great way to learn more about the organizational/professional aspects of being a psychologist while also working to support other LGBTQ+ graduate students.

What LGBTQ+ advocacy projects are you involved in?

Right now I’m working on a community-led health needs assessment collaboration between two organizations in Austin – Black Trans Leadership of Austin and OutYouth. I’m summarizing their project into a report and presentations that will help advocate for services and programming to support Black and Brown transgender residents of Austin. 

What are your research interests and experiences?

My research is focused on assessing and improving the quality of healthcare services for the LGBTQ+ community. As a queer person I’ve had a number of healthcare experiences where I left feeling misunderstood or upset, which was really frustrating. Ideally, providers should be able to provide good quality care to all of their patients, regardless of whatever identities they hold. I’m working on my dissertation right now which is aiming to quantify the impact of negative healthcare experiences on health outcomes for a sample of LGBTQ+ residents of Austin.

What are your clinical interests?
I’m definitely interested in working with LGBTQ+ folks in therapy, and I have a burgeoning interest in a family systems approach to therapy with LGBTQ+ adolescents. I also enjoy working within medical settings. My practicum for this upcoming year will be working on a consultation/liaison psychiatric service at a local hospital here in Austin, which I’m really excited about.

What other interests do you have?

I love cooking, trying new wines, exploring Austin with friends, watching too many TV series with my fiancée, and texting in too many group chats! I think it’s super important to lead a balanced life so I really make an effort to keep my work contained to work hours and spend my time after work doing things I love with people I love.