School psychologists at three-quarters century: Congruence between training, practice, preferred role and competence

Meacham, Merle L.; Peckham, Percy D.

doi:10.1016/0022-4405(78)90001-8

Cited by 110 publications

(51 citation statements)

References 15 publications

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“…Independent and National Association of School Psychologists (NASP)-sponsored investigators have examined professional and demographic characteristics of school psychologists through numerous surveys (Curtis, Hunley, Walker, & Baker, 1999;Curtis, Hunley, & Chesno-Grier, 2002;Fisher, Jenkins, & Crumbley, 1986;Hosp & Reschly, 2002;Meachem & Peckham, 1978;Thomas & Witte, 1996; Walker-Abshier, Curtis, & Chesno-Grier, 2003). Sample size, geographic region, and other topics have varied by investigation, but most surveys have been conducted through the mail, using respondents chosen from state and/or national professional organization membership lists.…”

Section: Demographics and Professional Practices Of School Psychologimentioning

confidence: 99%

“…Prior to the development of the NASP membership list, researchers generally used membership lists of various state school psychology associations or mailing lists from state departments of education to conduct surveys in limited geographic regions (e.g., Meachem & Peckham, 1978) and extrapolated data to reach general conclusions about school psychologists across the nation. Although the topics varied to some degree, general trends indicated that there were slightly more women school psychologists than men and that dominant professional activities included individual psychoeducational evaluations, conferences, and report writing (e.g., Farling & Hoedt, 1971).…”

Section: Demographics and Professional Practices Of School Psychologimentioning

confidence: 99%

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Demographics and professional practices of school psychologists: A comparison of NASP members and non–NASP school psychologists by telephone survey

Lewis

Truscott

Volker

2008

Psychology in the Schools

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A national telephone survey was conducted to examine potential differences between National Association of School Psychologists (NASP) members and non-NASP member school psychologists. Identified schools were contacted by telephone and the researchers asked to speak with the school psychologist. A sample of 124 practicing school psychologists was obtained. Overall, 57.3% (n = 71) of respondents were NASP members, and 42.7% (n = 53) were not. In most respects, current results were similar to NASP-member-only surveys. Current results suggest that previous studies overestimated the proportion of NASP members among school psychologists and may have underestimated the total number of school-based practitioners. Significant differences between NASP members and nonmembers were found in ethnicity, national certification, professional organization membership, and use of Curriculum Based Measurement. Results are discussed in the context of previous national surveys. C

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Section: Demographics and Professional Practices Of School Psychologimentioning

confidence: 99%

Section: Demographics and Professional Practices Of School Psychologimentioning

confidence: 99%

Demographics and professional practices of school psychologists: A comparison of NASP members and non–NASP school psychologists by telephone survey

Lewis

Truscott

Volker

2008

Psychology in the Schools

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“…Lacayo, Sherwood, and Morris (1981), for example, found that a sample of school psychologists devoted almost 30% of their time to consultative activities. Meacham and Peckham (1978) earlier reported that school psychologists placed a high role priority on consultative services and wanted to spend more time in this activity. More recently, Smith (1984), using a national sample of practicing school psychologists, found that approximately 19% of their time was spent in consultation; however, significantly more time was desired for consultation (23 To).…”

mentioning

confidence: 99%

Consultation in school psychology: Changes from 1981 to 1984

Smith

Lyon

1985

Psychol. Schs.

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In order to assess changes in consultation activities by practicing school psychologists, questionnaires were sent to a nationwide sample of practitioners engaging in consultation on a regular basis. Responses were received from 225 school psychologists, for a return rate of 58%. These responses were compared to their previous responses in 1981-82 and revealed a significant increase in both the actual amount of time spent in consultation and the amount of time desired for consultation. School psychologist to student ratio was significantly lower, as was overall satisfaction with the profession, compared to the 1981-82 results. Sex differences were found for perceived competency in teacher consultation. The results and their implications for the field of school psychology are discussed.

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“…Meacham and Peckham (1978) conducted a national survey of school psychologists showing that the consultant role was the one most preferred by all levels of practicing school psychologists.…”

Section: The Consultant Rolementioning

confidence: 99%

School and Educational Psychologists

Habel

Bernard

1999

Intervention in School and Clinic

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The authors discuss the delivery of psychological and instructional services to students with special needs and also emerging strategies for providing ancillary psychological services, teaching students, assessing their learning, and managing their behavior. Among these emerging approaches to instruction and the delivery of psychological services are (a) "indirect" delivery of psychological services via consultation versus more labor-intensive "direct" intervention; (b) the development of instructional strategies based on new views of learning and cognition; (c) increased emphasis on cooperative arrangements in classrooms; (d) the use of authentic assessment procedures; and (e) peer mediation and other democratic structures that are designed to reduce students' misconduct and promote civility. n the face of increasing need for special education services, costs spiraling out of control, pressures for accountability, and the emergence of new perspectives about learning and teaching, psychologists have assumed new roles as providers of direct and indirect services in school settings. Here, we discuss the delivery of psychological and instructional services to students with special needs and describe emerging strategies for providing ancillary psychological services, teaching students, assessing their learning, and managing their behavior.This article consists of two sections, each under the umbrella of applied psychology. The first section describes the shifting philosophy of school psychology and presents examples of the emerging &dquo;indirect&dquo; method of collaborative problem solving in the delivery of psychological services via consultation. The second section describes applications of new knowledge in educational psychology to teaching students with special needs, assessing their learning, and managing their behavior.

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School psychologists at three-quarters century: Congruence between training, practice, preferred role and competence

Cited by 110 publications

References 15 publications

Demographics and professional practices of school psychologists: A comparison of NASP members and non–NASP school psychologists by telephone survey

Demographics and professional practices of school psychologists: A comparison of NASP members and non–NASP school psychologists by telephone survey

Consultation in school psychology: Changes from 1981 to 1984

School and Educational Psychologists

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