How the history of American Psychological Association Division 16 can shape the future of school psychology: Demonstrating organizational transformation.

Abstract

Over the past 75 years, the history of Division 16 (School Psychology) has been integral to the science and practice of school psychology. As a constituent body of the American Psychological Association (APA), the division has advocated for role definitions and professional boundaries within APA and has represented the specialty of school psychology within the larger community of psychology. Since the convening of school psychology’s Thayer Conference in 1955, the division has remained steadfastly committed to promoting the well-being of children. Toward this end, Division 16 has negotiated entry level debates between APA and the broad specialty of school psychology, sustained partnerships within and among APA and other organizations representing school mental health, elevated the place of technology in the profession of school psychology, and promoted the central importance of cultural competence and diversity within the discipline. The past contributions of Division 16 shape the future of the profession and the division in ways that are consistent with and add to Conoley, Power, and Gutkin’s (2020) recommendations for strengthening school psychology’s contributions to psychological health promotion and risk reduction in schools.

Introduction to special issue on the history of the future of proactive school psychology: Transcending the past, excelling in the present, and transforming the future.

“…to proactively anticipate the dynamics of a classroom, be sensitive to early warning signs of psychological difficulties, respond when challenges occur, and maintain attitudes devoted to improving the educational milieu for all students. To alter the status quo, D16 governance, bodies overseeing training standards, and journal editors must embrace the changing dynamics (Doll et al, 2020; Gilman et al, 2020; Henington et al, 2020; Reynolds, 2020). We strongly recommend that school psychology professionals commit to the social justice action in the School Psychology Unified Antiracism Statement and Call to Action (Garcia-Vazquez et al, 2020) to eradicate racism and educational disparities; ensure that culturally adapted, evidence-based comprehensive services are equitability accessible to all students with needs (Hughes et al, 2020; Nastasi et al, 2020); and rejuvenate programs of research to consider the ecology, physiology, psychology, and culture of each student (Jimersen et al, 2020; Klingball et al, 2020; Kranzler et al, 2020).…”

“…They proposed achieving this target by enhancing training, creating coalitions (instead of simply partnerships) with other school psychology organizations, promoting culture and diversity in school psychology, and closing the gap between the need for and the availability of school psychologists. Doll et al’s (2020) recommendation epitomize the perspective of Conoley et al (2020), who noted that transformation can and should occur at an organizational level, starting with graduate training, continuing through research, gaining momentum through organizational leadership, and then clearly being demonstrated in practice.…”

“…Creating transformation and change in a diffuse, and massive psychological organization, is challenging or, perhaps more candidly, not attainable. As current and former D16 presidents, Doll et al (2020) offered six recommendations for division governance to guide the field's way as an organization with a uniform goal to "promote psychological well-being within the ecosystem of schools". They proposed achieving this target by enhancing training, creating coalitions (instead of simply partnerships) with other school psychology organizations, promoting culture and diversity in school psychology, and closing the gap between the need for and the availability of school psy-chologists.…”

History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future.

“…It is important to note that the APA DSP has taken seriously the call to represent both doctoral and nondoctoral school psychologists, and although this regularly put them at odds with many APA doctoral specialties, the DSP leadership never wavered in their commitment to represent all school psychologists (Doll et al, 2020). In a dramatic and somewhat surprising move, the APA has decided that, after more than 125 years, the entry level within professional psychology may need to be adjusted to recognize masters level practitioners.…”