School psychology's dilemma: A proposal for its resolution.

Abstract

School psychology is at an impasse. Sharp differences exist within the field about its nature and about entry level for its independent practice. It is proposed that school psychology be acknowledged,as a profession apart from professional psychology and that a revision of the specialty concerned with the professional practice of psychology in education be undertaken within the American Psychological Association. The rationale for this argument is presented, and some suggestions are made for future directions.

School Psychology in Estonia

“…Although in different countries the models of services are quite different, some trends and similarities can still be found. Bardon (1982) listed five major functions of a school psychologist, which are hierarchical in the amount of the time spent carrying them out. Progressing from the most common to the least common, these are: (1) assessment;…”

“…These situations were taken from the list of activities psychologists carry out in different countries (e.g. Bardon, 1982;Farrell and Lunt, 1994;Oakland and Saigh, 1989) and in Estonia (as described in the job description). These situations are given in Figure 1 on the y-axis.…”

Change within a profession: Change, future, prevention, and school psychology.

“…Thus, a major difference between the two approaches is that the political approach focuses on what should be, given political realities, whereas the calculated approach focuses on what will be, given predictions based on trends. A future for doctoral-level school psychologists as applied educational psychologists has been proposed by Bardon (1982Bardon ( , 1983. Although Bardon's thoughtful proposal was motivated by significantly more than an attempt to reconcile political concerns between the This article is based on a presidential address to the Division of School Psychology, American Psychological Association, Los Angeles, August 1983.…”

School psychology at the University of Utah.

“…Second, students are taught the ethical importance of coupling skill acquisition with supervised experience to practice within the limits of their competencies. Third, understanding professional dilemmas, revolutions, politics, and criticisms is critical in being an informed practitioner (Bardon, 1982;Fagan, 1986;Hyman, 1988;Jenson, Walker, Clark, & Kehle, 1991;Reschly, 1988;Trachtman, 1985). Adequately trained, informed, well-supervised, and ethical scientist-practitioners are overlapping goals of the program.…”