School psychology

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Binet could be considered the first school psychologist
Binet could be considered the first school psychologist

School Psychology is a field that applies principles of clinical psychology and educational psychology to the diagnosis and treatment of students' behavioral and learning problems. School psychologists are educated in child and adolescent development, learning theories, psychological and psychoeducational assessment, personality theories, therapeutic interventions, special education, psychology, consultation, child and adolescent psychopathology, and the ethical, legal and administrative codes of their profession.

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School psychology began mainly through the testing movement, in the late 1800s, especially from people like Alfred Binet. Binet's work resembled school psychology of today, because he developed the first IQ test to screen children who would not benefit from regular education. Binet's test was brought to the United States in the early 1900s, and was standardized in 1916 by Lewis Terman of Stanford University. Today it is known as the Stanford-Binet test. In 1975, the Education of All Handicapped Children Act (EHA) mandated the free and appropriate education of all individuals from 3-21 years of age. This act requires that all children should attend school, including children who often would not receive any advantages of public education in the past due to their disability. Its principles were reaffirmed and strengthened in the Individuals with Disabilities Education Act (IDEA), and Individuals with Disabilities Education Improvement Act (IDEIA). Hence, in the U.S. the profession of school psychology flourished as these children needed additional support to be included in the regular school setting. This combined with years of litigation allowed the profession to flourish (Graduate School of Education, 2003).

According to Division 16 (Division of School Psychology), of the American Psychological Association (APA) school psychologists operate according to a scientific framework. They work to promote effectiveness and efficiency in the field. School psychologists conduct psychological assessments, provide brief interventions, and develop or help develop prevention programs. Additionally, they evaluate services with special focus on developmental processes of children within the school system, and other systems, such as families. School psychologists consult with teachers, parents, and school personnel about learning, behavioral, social, and emotional problems. They may teach lessons on parenting skills (like school counselors), learning strategies, and other skills related to school mental health. In addition, they explain test results to parents and students. They provide individual, group, and in some cases family counseling (State Board of Education 2003; National Clearinghouse for Professions in Special Education, n.d.). School psychologists are actively involved in district and school crisis intervention teams. They also supervise graduate students in school psychology. School psychologists in many districts provide professional development to teachers and other school personnel on topics such as positive behavior intervention plans and achievement tests.

School psychologists are influential within the school system and are frequently consulted to solve problems. Practitioners should be able to provide consultation and collaborate with other members of the educational community and confidently make decisions based on empirical research.

The majority of states require the completion of a specialist-level program (60 graduate semester credits)in school psychology including a 1200-hour internship. There are a few states that continue to certify school psychologists that graduate from programs of less than 60 graduate semester credits; however, the National Association of School Psychologists (NASP) maintains that the minimum acceptable education in school psychology is specialist-level training.

NASP approves specialist and doctoral level programs while APA only accredits doctoral programs in school psychology. APA standards describe how doctoral programs should be structured, but not specific courses to be offered (Committee on Accreditation, 2002). NASP describes how specialist and doctoral programs should be developed and implemented.

NASP provides a national credential (NCSP) for those who have completed the equivalent of a specialist-level degree, a minimum of a 1200-hour supervised internship, and have a passing score on the PRAXIS-II Exam in School Psychology.

Programs in line with NASP standards require courses/practica/internships that cover the following domains: data-based decision-making and accountability; consultation and collaboration; effective instruction and development of cognitive/academic skills; socialization and development of life skills; student diversity in development and learning; school and systems organization, policy development, and climate; prevention, crisis intervention, and mental health; home/school/community collaboration; research and program evaluation; school psychology practice and development; and information technology.

Specialist-level training will typically require 3-4 years of graduate training including a 9-month (1200 hour) internship. Doctoral-level training (Ph.D., Ed.D., and Psy.D.) training programs typically require 5-7 years of graduate training including a 10-month internship (1500+ hours). Doctoral level training differs from Specialist training in that it requires students to take more coursework in core psychology and professional psychology (Fagan & Wise, 2000). In addition doctoral programs typically require students to involve themselves in advanced statistics and research endeavors within the department, complete a dissertation and comprehensive examination.

The specialist degree can take the form of an EdS, MA, MS, MEd, PsyS, or Certificate of Advanced Graduate Studies (C.A.G.S). As long as the school psychology program requires a minimum of 60 graduate semester credits, the degree is considered specialist level (NASP, 2007).

Journal of Psychoeducational Assessment

Journal of School Psychology

NASP Communiqué

Psychology in the Schools

School Psychology Forum: Research in Practice

School Psychology International

School Psychology Quarterly

School Psychology Review

The School Psychologist

Committee on Accreditation (January 1, 2008). Guidelines and principles for accreditation of programs in professional psychology. Washington D.C.: APA. Retrieved on June 6, 2007 from, http://www.apa.org/ed/accreditation/coalist.html.

Fagan, T.K. & Wise, P.S. (2000). School Psychology: Past, present, and future, (2nd ed.). Bethesda, MD: National Association of School Psychologists.

National Association of School Psychologists (July 15, 2000). Standards for Training and Field Placement Programs in School Psychology / Standards for the Credentialing of School Psychologists. http://www.nasponline.org/standards/index.aspx

National Association of School Psychologists (2007). A Career in School Psychology: Selecting a Master’s, Specialist, or Doctoral Degree Program That Meets Your Needs. Bethesda, MD: NASP. Retrieved on June 4, 2007 from http://www.nasponline.org/students/degreefactsheet.pdf

United States Department of Labor Occupational Outlook Handbook (OOH), 2006-2007 Edition. http://www.bls.gov/oco/ocos056.htm


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