学校心理学从业者对系统层面间接服务和社会正义视角的看法

Via individual interviews, we investigated school psychology practitioners’ ( N = 8) perspectives on implementing systems-level indirect services using a social justice lens. Practitioners participated in interviews where we prompted them to consider how their practice includes Domains 5–7 of the National Association of School Psychologists (NASP) Model for Comprehensive and Integrated School Psychological Services (i.e., school-wide practices to promote learning, services to support safe and supportive schools, family, school, and community collaboration) and how social justice principles are