Introduction: The Future Is Now—Challenges in the New Age of Psychological Practice

  • Judith KaufmanEmail author


Schools are microcosms of society at large, and as such, school personnel deal with the impact of social challenges and problems as they are reflected in the children they serve. Economic concerns, unemployment and underemployment, family and school violence, immigration, and acculturation have both direct and indirect impacts on learning and academic achievement.


Mental Health Service School Violence Cognitive Behavioral Therapy Intervention Mental Health Service Delivery Public Health Model 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


  1. Adelman, H. S., & Taylor, L. (2010). Mental health in the schools. California: Corwin.Google Scholar
  2. Annie E. Casey Foundation. (2007). 2007 KIDS COUNT data book: State profile of child well-being. Baltimore, MD: Annie E. Casey Foundation.Google Scholar
  3. APA. (2010). Ethical principles of psychologists and code of conduct. Washington: APA.Google Scholar
  4. APA Presidential Task Force on Evidence-Based Practice. (2006). Evidence-based practice in psychology. American Psychologist, 61, 271–285.CrossRefGoogle Scholar
  5. Ball, C., Pierson, E., & McIntosh, D. (2011). The expanding role of school psychology. In M. A. Bray & T. J. Kehle (Eds.), The Oxford handbook of school psychology (pp. 47–60). New York, NY: Oxford Handbooks.Google Scholar
  6. Belar, C. D. (2012). Reflections on the future: Psychology as a health profession. Professional Psychology: Research and Practice, 43, 545–550.CrossRefGoogle Scholar
  7. Borman, G. D., & Rachuba, L. T. (2001). Academic success among poor and minority students. Report number 52. Maryland: CRESPAR.Google Scholar
  8. Center for Disease Control and Prevention. (2013). Mental health surveillance among children in the United States 2005-2011. Morbidity and Mortality Weekly Report 62(suppl), 1–35.Google Scholar
  9. Comer, J. S., & Barlow, D. H. (2014). The occasional case against broad dissemination and implementation. American Psychologist, 69(1), 1–18.PubMedCrossRefGoogle Scholar
  10. Compas, B. E., Champion, J. E., & Reeslund, K. (2005). Coping with stress: Implications for preventive interventions with adolescents. The Prevention Researcher, 12, 17–20. Scholar
  11. Cornell, D. G., Krosnick, J. A., & Chang, L. (2006). Student reactions to being wrongly informed of Eailvagahegh Stakes: The case of the Minnesota Basic Standards Test. Educational Policy, 20(5), 718–751.CrossRefGoogle Scholar
  12. Dailor, A. N. (2007). A national study of ethical transgressions and dilemmas reported by school psychology practitioners. Unpublished Master’s thesis, Central Michigan University.Google Scholar
  13. DeAngeis, T. (2012). Practicing distance therapy, legally and ethically. Monitor in Psychology, 43(3), 52. Retrieved from Scholar
  14. Eaton, N. R., Keyes, K. M., Krueger, R. F., Balsis, S., Skodol, A. E., Markon, K. E., et al. (2012). An invariant dimensional liability model of gender differences in mental disorder prevalence: Evidence from a national sample. Journal of Abnormal Psychology, 121(1), 282–288.PubMedCentralPubMedCrossRefGoogle Scholar
  15. Eckert, T. L. (2011). Conclusion: Evolution of school psychology. In M. A. Bray & T. J. Kehle (Eds.), The Oxford handbook of school psychology (pp. 860–876). New York: Oxford.Google Scholar
  16. Federal Interagency Forum on Child and Family Statistics. (2007). Americas children: key national indicators of well-being. 2007. Washington, DC: US Government Printing Office.Google Scholar
  17. Flanagan, R., & Miller, J. A. (2010). Specialty competencies in school psychology. New York: Oxford University Press.CrossRefGoogle Scholar
  18. Flanagan, R. (2015). Professional issues in cognitive and behavioral practice for school psychologists. In R. Flanagan, K. Allen, & E. Levine (Eds.), Cognitive and behavioral interventions in the schools: Integrating theory and research into practice (pp. 303–317). New York, NY: Springer.Google Scholar
  19. Fonagy, P., Target, M., Cottrell, D., Phillips, J., & Kurtz, Z. (2002). What works for whom a critical review of treatments for children and adolescents. New York: Guilford.Google Scholar
  20. Grant, K. E., Compas, B. E., Thum, A. E., McMahon, S. D., & Gipson, P. Y. (2004). Stvesson’s and child and adolescent psychopathology: Measurement issues and prospective effects. Journal of Clinical Child and Adolescent Psychology, 33, 412–425.PubMedCrossRefGoogle Scholar
  21. Hemphill, F. C., & Vanneman, A. (2011). NCES 2011–485 achievement gaps: How hispanic and white students in public schools perform in mathematics and reading on the NAEP: Highlights. Washington, DC: US Department of Education Publications.Google Scholar
  22. Kaiser Family Foundation. (2010). Summary of new health reform law. Menlo Park: Henry J. Kaiser Family Foundation.Google Scholar
  23. Kazdin, A. E. (2008). Evidence-based treatment and practice. American Psychologist, 63(3), 146–159.PubMedCrossRefGoogle Scholar
  24. Kendall, P. C. (Ed.). (2006). Child and adolescent therapy: Cognitive-behavioral procedures. New York: Guilford Press.Google Scholar
  25. Krueger, S. J., & Glass, C. R. (2013). Integrative psychotherapy for children and adolescents: a practice-oriented literature review. Journal of Psychotherapy Integration, 23(4), 331–344.CrossRefGoogle Scholar
  26. Kruger, L. J., Wandle, C., & Struzziero, J. (2007). Coping with stress of high stakes testing. Journal of Applied School Psychology, 23(2), 109–128.CrossRefGoogle Scholar
  27. Larson, K., Russ, S. A., Crall, J. J., & Halfon, N. (2008). Influence of multiple social risks on children’s health. Pediatrics, 121(2), 337–344.PubMedCrossRefGoogle Scholar
  28. Lee, J., Grigg, W., & Donahue, P. (2007). The nations report card reading 2007 (NCES 2007-496). Washington, DC: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.Google Scholar
  29. McNamara, K. (2011). Ethical considerations in the practice of school psychology. In M. A. Bray & T. J. Kehle (Eds.), The Oxford handbook of school psychology (pp. 762–773). New York: Oxford.Google Scholar
  30. Mennuti, R. B., & Christner, R. W. (2010). School-based mental health: Training school psychologists for comprehensive service delivery. In: Garcia-Vazquez, E., Crespi, T. D., & Riccio, C. A. (Eds.), Handbook of education, training and supervision of school psychologists in school and community (Vol. I, pp. 235–257). New York: Routledge.Google Scholar
  31. Messer, S. B. (2004). Beyond empirically supported treatments. Professional Psychology Research and Practice, 35(6), 580–588.CrossRefGoogle Scholar
  32. Mychailyszyn, M. (2015). Transporting cognitive behavior interventions to the school setting. In R. Flanagan, K. Allen, & E. Levine (Eds.), Cognitive and behavioral interventions in the schools: Integrating theory and research into practice (pp. 283–301). New York, NY: Springer.Google Scholar
  33. Nastasi, B. K. (2004). Meeting the challenges of the future: Integrating public health and public education for mental health promotion. Journal of Educational and Psychological Consultation, 15, 295–312.CrossRefGoogle Scholar
  34. National Alliance on Mental Illness (NAMI). (2013). Mental illness facts and numbers. Arlington: NAMI. Retrieved from Scholar
  35. National Association of School Psychologists. (2010). Principles for professional ethics. Guidelines for the provision of school psychological services. Professional conduct manual. Bethesda, MD: National Association of School Psychologists. Retrieved from Scholar
  36. Nichols, S. L., Glass, G. V., & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1), 1–172.Google Scholar
  37. Norcross, J. C., Pfund, R. A., & Prochaska, J. O. (2013). Psychotherapy in 2022: A Delphi poll on its future. Professional Psychology: Research and Practice, 44(5), 363–370.CrossRefGoogle Scholar
  38. Reddy, L., Newman, E., & Verdesco, A. (2015). Attention deficit hyperactivity disorder: Use of evidence-based assessments and interventions. In R. Flanagan, K. Allen, & E. Levine (Eds.), Cognitive and behavioral interventions in the schools: Integrating theory and research into practice (pp. 137–159). New York, NY: Springer.Google Scholar
  39. Research and Training Center for Children’s Mental Health, University of South Florida.
  40. Rigby, K. (2007). Bullying in schools: And what to do about it. Camberwell, VIC: ACER Press.Google Scholar
  41. Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3(4), 223–241.PubMedCrossRefGoogle Scholar
  42. Rozensky, R. H. (2012). Health care reform: Preparing the psychological workforce. Journal of Clinical Psychology in Medical Settings, 19, 5–11.PubMedCrossRefGoogle Scholar
  43. Rozensky, R. H. (2013). Quality education in professional psychology flowers, blooming, Flexner, and the future. American Psychologist, 68(8), 703–716.PubMedCrossRefGoogle Scholar
  44. School Psychology in Illinois. (2013). What school psychologists need to know about the affordable health(care) act (ACA). Illinois School Psychology Association, 34(3), 18–19.Google Scholar
  45. Smallwood, D. L., Christner, R. W., & Brill, L. (2007). Applying cognitive behavioral therapy groups in school settings. In R. L. Christner, J. L. Steward, & A. Freeman (Eds.), Handbook of Cognitive Behavior Group Therapy Specific settings and presenting problems (pp. 89–105). New York: Routledge.Google Scholar
  46. Steele, R. G., Roberts, M. C., & Elkin, T. D. (2008). Evidence-based therapies for children and adolescents: Problems and prospects. In R. G. Steele, T. D. Elkin, & M. C. Roberts (Eds.), Evidence-base therapies for children and adolescents bridging science and practice (pp. 3–8). New York: Springer.CrossRefGoogle Scholar
  47. Stricker, G. (2010). Psychotherapy integration. Washington, DC: American Psychological Association.Google Scholar
  48. Strozer, J., Juszczak, L., & Ammerman, A. (2010). 2007-2008 National school-based health care census. Washington, DC: National Assembly on School-Based Health Care.Google Scholar
  49. The Patient Protection and Affordable Care Act of 2010, Section 4101(a), 111th Congress, H.R. 3590.Google Scholar
  50. U.S. Department of Education. (2006). Twenty-eighth annual report to Congress on the implementation of the Individuals with Disabilities Education Act, 2006 (Vol. 2). Washington, DC: U.S. Department of Education.Google Scholar
  51. U.S. Department of Health and Human Services. (1999). Mental health: A report of the surgeon general. Rockville: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Mental Health Services, National Institutes of Health, National Institute of Mental Health.Google Scholar
  52. U.S. Department of Health and Human Services Office of Disease Prevention and Health Promotion. (n.d.). Healthy people 2020. Washington. Retrieved December 23, 2013, from Scholar
  53. Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health, V74(7), 293–299.CrossRefGoogle Scholar
  54. Ysseldyke, J., Burns, M., Dawson, M., Kelley, B., Morrison, D., Ortiz, S., et al. (2006). School psychology: A blueprint for training and practice III. Bethesda, MD: National Association of School Psychologists.Google Scholar

Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.School of Psychology, Fairleigh Dickinson UniversityTeaneckUSA

Personalised recommendations