History And Status Of School Psychology Accreditation in the United States

Fagan, Thomas K.; Wells, Perri Dawn

doi:10.1080/02796015.2000.12085996

Cited by 25 publications

(28 citation statements)

References 23 publications

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“…The American Psychological Association (APA), founded in 1892, began regulating professional psychology in the mid-1940s. In 1947, APA began accrediting clinical psychology after the Veterans Administration and the U.S. Public Health Service requested the identification of doctoral training programs that properly prepared practitioners to serve veterans (Fagan & Wells, 2000; Prus & Strein, 2011). By the early 1970s, APA had common criteria for professional psychology program accreditation regardless of specialty (Prus & Strein, 2011).…”

Section: Resultsmentioning

confidence: 99%

“…Daly and colleagues (2011) and Fagan and Wells (2000) highlighted some of the challenges of applying and measuring competencies across different accreditation agencies. Accreditation in school psychology, for instance, is particularly complex because psychologists are nested within schools.…”

Section: Resultsmentioning

confidence: 99%

“…Accreditation in school psychology, for instance, is particularly complex because psychologists are nested within schools. In this case, accrediting agencies in psychology and education are key players (Fagan & Wells, 2000). From the psychology side, accreditation policies are created by psychology graduate departments, professional schools, professional practice, the broader public, and consumers, reflecting APA’s perspectives.…”

Section: Resultsmentioning

confidence: 99%

“…From the psychology side, accreditation policies are created by psychology graduate departments, professional schools, professional practice, the broader public, and consumers, reflecting APA’s perspectives. From the education side, school psychology is influenced by the positions of NCATE (now CAEP) and the National Association of School Psychologists (NASP; Fagan & Wells, 2000). Daly and colleagues (2011) suggested that published benchmark documents and toolkits from APA and NASP may not always perfectly align, which can hinder their usefulness.…”

Section: Resultsmentioning

confidence: 99%

“…There are currently no known studies assessing the impact of accreditation on psychology programs or graduates (Fagan & Wells, 2000; Prus & Strein, 2011). This lack of empirical evidence is attributed to the methodological selection bias inherent in the fact that accredited or approved programs receive higher quality students.…”

Section: Resultsmentioning

confidence: 99%

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Accreditation in the Professions

Pavlakis

Kelley

2016

Journal of Research on Leadership Education

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Program accreditation is a process based on a set of professional expectations and standards meant to signal competency and credibility. Although accreditation has played an important role in shaping educational leadership preparation programs, recent revisions to accreditation processes and standards have highlighted attention to the purposes, designs, and impacts of accreditation. This article examines programmatic accreditation in other professional disciplines to identify themes and trends that may have implications for the design of accreditation for educational leadership programs.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Accreditation in the Professions

Pavlakis

Kelley

2016

Journal of Research on Leadership Education

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Psychology as a Profession

Cautin

Freedheim

DeLeon³

2003

Handbook of Psychology

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There was a profession of psychology long before there was a science of psychology, even before the term psychologist came into public use. In early 19th-century America (as in centuries before, throughout the world), there were practitioners who counseled people about their marriages, advised individuals about possible careers, aided parents in the rearing of their children, advised companies about employee selection, and offered to cure a host of psychological illnesses through myriad treatments. These practitioners worked under various labels, including phrenologist, characterologist, spiritualist, graphologist, mental healer, physiognomist, mind reader, and psychologist.To "get your head examined" was big business in 19th-century America. Phrenologists, often using a system marketed by brothers Lorenzo and Orson Fowler, measured skull shapes. Phrenology clinics advised businesses and schools on hiring, helped lawyers to evaluate clients, and counseled individuals on marriage and vocations. Whether such individuals were "psychologists," and whether they represented a "profession," are different matters entirely.

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School Psychology

Fagan¹

2003

Handbook of Psychology

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This chapter describes the historical development of the field of school psychology over two broad periods referred to as The Hybrid Years (1890–1969) and The Thoroughbred Years (1970‐present). Within each period, the field's development is subdivided into chronological periods and their associated development contributed by specific persons, events, and trends. The field's development is traced across the twentieth century, including descriptions of early practices and their relationship to later service delivery. Organizational development is described as evolving primarily from associations for applied psychologists and the reorganized American Psychological Association, and then the founding of the National Association of School Psychologists at the start of The Hybrid Years. Developments in training, accreditation, credentialing, and literature are also presented. A section discussing future possibilities for the specialty is provided and there is a section on resources for the study of the history of school psychology. An overview of the present status of the field is also presented at the beginning of the chapter.

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History And Status Of School Psychology Accreditation in the United States

Cited by 25 publications

References 23 publications

Accreditation in the Professions

Accreditation in the Professions

Psychology as a Profession

School Psychology

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