The 50th anniversary of the Thayer Conference: Historical perspectives and accomplishments.

Fagan, Thomas K.

doi:10.1521/scpq.2005.20.3.224

Cited by 15 publications

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“…Discussions regarding the role and function of school psychologists in addressing the mental health needs of students have taken place in the literature (e.g., Bardon, 1968; Brown & Bolen, 2003; Kramer & Epps, 1991; Meyers & Swerdlik, 2003; Semrud‐Clikeman, 2005; Shapiro, 1991; Tharinger, Pryzwansky, & Miller, 2008) and at conferences (e.g., 1954 Thayer Convention; Fagan, 2005; Semrud‐Clikeman, 2005) for more than 50 years. Few articles, however, have addressed the training of school psychologists who plan to provide mental health services to students or the ethical issues that may occur during the delivery of school‐based mental health services (SMHS).…”

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Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

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Morris

2011

Psychology in the Schools

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Consistent with the priority goals of the 2002 Future of School Psychology Conference, the National Association of School Psychologists' Blueprint for Training and Practice III advocates for school psychologists becoming “leading mental health experts in schools.” In this regard, the present article reviews the prevalence and incidence of children's mental health problems in the schools, followed by a historical overview of the nature of school‐based mental health services. We discuss education and training issues and related ethical and professional practice issues that focus on the ethics codes of the National Association of School Psychologists and the American Psychological Association that are associated with the delivery of mental health services by school psychologists. Recommendations are offered for graduate‐level coursework and field experiences in the delivery of school‐based mental health services, as well as future directions for research in this area. © 2011 Wiley Periodicals, Inc.

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Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

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Morris

2011

Psychology in the Schools

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“…Ultimately, conference attendees proposed dual-level credentialing in which doctoral-1 The division's official title was subsequently changed to the Division of School Psychology in the late 1960s, broadening the definition of the discipline beyond the school setting (Fagan, 2000). 2 Cutts' description of school psychologists was masculine even though Fagan (2005a) reported that 55% to 60% of the school psychologists in 1955 were women. This document is copyrighted by the American Psychological Association or one of its allied publishers.…”

Section: Why Division 16 Should Embrace a Broad Ecological Role For S...mentioning

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“…The resulting standards for credentialing borrowed heavily from the medical model of psychiatry, and because school psychology already accessed credentialing through state education agencies, Division 16 was only minimally involved in this effort. Instead, within 3 years, Division 16 leaders sought and received support from APA and the U.S. Public Health Service to convene a similar conference on standards for training of public-school psychologists (Fagan, 2005a). The division’s Thayer Conference met for 3 days in August 1954 in West Point, New York.…”

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

et al. 2020

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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.

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“…I was delighted when Rik Carl D’Amato, Editor-in-Chief of School Psychology Quarterly, asked me to review an earlier draft of Thomas Fagan’s manuscript on the 50th anniversary of the Thayer Conference (Fagan, this issue). I have an immense respect for Fagan’s knowledge of school psychology.…”

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The Thayer Conference: Comments on Fagan's discussion of its 50th anniversary.

Oakland¹

2005

School Psychology Quarterly

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This article comments on Thomas Fagan's historical account of the 1954 Thayer Conference and offers my personal views on its importance. Many improvements to the infrastructure of school psychology in addition to its growth, are attributable to the program of goals established at the conference, as well as the efforts of passionate and dedicated professionals who worked to implement them. I was delighted when Rik Carl D'Amato, Editor-in-Chief of School Psychology Quarterly, asked me to review an earlier draft of Thomas Fagan's manuscript on the 50th anniversary of the Thayer Conference (Fagan, this issue). I have an immense respect for Fagan's knowledge of school psychology. Few if any know as much as he about this specialty. No one knows more than he about its history.Fagan's scholarship always provides valuable information and interesting perspectives. Furthermore, I share his fondness for history. It was my undergraduate major, and I have written on the history of the International School Psychology Association (ISPA, Oakland, 1993) and the International Test Commission (Oakland, Poortinga, Schlegel, & Hambleton, 2001).Although I had read about the Thayer Conference in textbooks on school psychology, I discovered and read Cutts's (1955) seminal discussion of the conference while visiting the school psychology archives maintained by Dr. Fagan at the University of Memphis-a treasure-trove that others are invited to use. Fagan's (this issue) discussion provides a historical context for the conference and traces its contributions during the last 50 years, thus enriching our understanding of this conference.The purpose of the Thayer Conference was to establish and promulgate a plan for the professionalization of school psychology. Its ambitious and unwritten goals were to help establish the identity to school psychology and promote its legitimacy and growth. Fagan's belief (this issue) that "The vast majority of the Thayer Conference recommendations have come to fruition" is accurate.

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The 50th anniversary of the Thayer Conference: Historical perspectives and accomplishments.

Cited by 15 publications

References 53 publications

Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

Delivering school‐based mental health services by school psychologists: Education, training, and ethical issues

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

The Thayer Conference: Comments on Fagan's discussion of its 50th anniversary.

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