School psychology's dilemma: Reappraising solutions and directing attention to the future.

Abstract

Recent concerns over entry-level training and title standards in school psychology are reviewed from historical and contemporary perspectives. Differences between the American Psychological Association and the National Association of School Psychologists are described in the context of variables influencing regulation and evaluation of the field. Although short-term resolution of the current professional differences appears impossible, these associations must take the lead in selecting mutually desirable goals and coordinate efforts toward achieving them. Recent joint efforts of these groups suggest the probability of constructive movement on matters of mutual concern, including professional autonomy and comprehensive service delivery.

Catalyzing the Primary Prevention Revolution in the Schools: The Role of School Psychologists

“…Neither recent discussions of exemplary school psychology programs (French, 1987;Lindborg & Egeland, 1987) nor a discussion of the new emphasis in school psychology by the thenPresident of the Division of School Psychology of the APA (Pryzwansky, 1987) make mention of primary prevention. Two recent comprehensive analyses of the history and status of school psychology (Brown & Minke, 1986;Fagan, 1986) also neglect to speak of prevention programs. Even traditional models associated with school psychology (as well as other school-based professions), such as mental health consultation, have not come to be seen as a basis for primary prevention work; instead, the focus of consultation models, including prereferral intervention, tends to be secondary prevention (Meyers, 1989).…”

School psychology trainers' identification of current stressors in the work lives of urban practitioners. A comparison study

“…Trainer literature surveyed during this same period does provide a thorough treatment of issues such as program accreditation (training standards), skills and core curriculum, training models (specialist vs. generalists), "compassion fatigue," graduate research programs, multicultural effects upon clinical training and assessment, and professional identity (Becker, 1987;Brown, 1989;Cononley & Bischoff, 1991;Curtis & Zins, 1989;Fagan, 1987Fagan, , 1989Fox et al, 1985;Fox & Barclay, 1989). Recent articles in trainer literature encourage faculty members to continually update their skill level and invite the greater involvement of faculty into the real life, work experience of their students.…”

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.…”