Abstract
For the last two decades, the profession of school psychology has been in the midst of a paradigm shift from a role that was primarily defined as conducting assessments to one that ideally includes providing consultation and intervention services. Although the role change is typically perceived as a means to provide better services to at-risk students, the shift in roles has not been universally embraced. The decades-long paradigm shift has been the focus of heated debates in the literature and at national conferences. Nonetheless, a recent national policy change has created momentum for shifting roles, yet there are many other barriers that have not been reduced or eliminated that prevent psychologists in schools from practicing in a manner that is consistent with recently developed professional standards. The purpose of this chapter is to examine the barriers by examining the evolution of the profession and to provide recommendations about how to solve these challenges. An argument is presented that the field will not transform unless individual psychologists assume professional responsibility for their roles and use problem-solving techniques to reduce or eliminate the obstacles that prevent or make difficult the provision of consultation and intervention services. In addition, an argument is also presented that unless universities change training practices, psychologists will not have the skills to create the desired reform.
Keywords
- School Psychologist
- Special Education
- American Psychological Association
- Professional Behavior
- Doctoral Level
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.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
American Psychological Association (APA). (2007). Guidelines and principles for accreditation of programs in professional psychology. Retrieved from http://www.apa.org/ed/accreditation/about/policies/guiding-principles.pdf
Batsche, G. M., Knoff, H. M., & Peterson, D. W. (1989). Trends in credentialing and practice standards. School Psychology Review, 18, 193–202.
Braden, J. P., & Niebling, B. C. (2012). Using the joint test standards to evaluate the validity evidence for intelligence tests. In D. P. Flanagan & P. L. Harrison (Eds.), Contemporary intellectual assessment (3rd ed.). New York: The Guilford Press.
Bradley-Johnson, S., & Dean, V. J. (2000). Role change for school psychology: The challenge continues in the new millennium. Psychology in the Schools, 37(1), 1–5.
Castillo, J. M., Curtis, M. J., & Gelley, C. (2012). Professional practice school psychology 2010-part 2: School psychologists’ professional practices and implications for the field. Communiqué, 40, 4–6.
Council of Directors of School Psychology Programs (CDSPP). (2012). Doctoral internship guidelines. Retrieved from http://www.sites.google.com/site/cdspphome/2012guidelines
Charvat, J. L. (2005). NASP study: How many school psychologists are there? NASP Communique, 33(6). Retrieved from http://www.nasponline.org/publications/cq/cq336numsp.aspx.
Curtis, M. J., Castillo, J. M., & Gelley, C. (2010). School psychology 2010: Demographics, employment, and the context for professional practices. NASP Communique, 40(7), 1.
Curtis, M. J., Hunley, S. A., & Grier, J. E. C. (2002). Relationships among the professional practices and demographic characteristics of school psychologists. School Psychology Review, 31, 30–42.
Cutts, N. E. (Ed.). (1955). School psychologists at mid-century. Washington, DC: American Psychological Association.
Elman, N. S., Illfedlder-Kaye, J., & Robiner, W. N. (2005). Professional development: Training for professionalism as a foundation for competent practice in psychology. Professional Psychology: Research and Practice, 36, 367–375.
Fagan, T. K. (1986). The historical origins and growth of programs to prepare school psychologists in the United States. Journal of School Psychology, 24, 9–22.
Fagan, T. K. (1992). Compulsory schooling, child study, clinical psychology, and special education. American Psychologist, 47, 236–243.
Fagan, T. K. (1993). Separate but equal: School psychology’s search for organizational identity. Journal of School Psychology, 31, 3–90.
Fagan, T. K. (1999). Training school psychologists before there were school psychologist training programs: A history 1890–1930. In C. R. Reynolds & T. B. Gutkin (Eds.), The handbook of school psychology (pp. 2–33). New York: John Wiley.
Fagan, T. K., & Wise, P. S. (2007). School psychology: Past, present, and future (3rd ed.). Bethesda: National Association of School Psychologists.
Fletcher, J. M., Denton, C., & Francis, D. J. (2005a). Validity of alternative approaches for the identification of learning disabilities: Operationalizing unexpected achievement. Journal of Learning Disabilities, 38, 545–552.
Fletcher, J. M., Francis, D. J., Morris, R. D., & Lyon, G. R. (2005b). Evidence-based assessment of learning disabilities in children and adolescents. Journal of Clinical Child and Adolescent Psychology, 34, 506–522.
Fletcher, J. M., Lyon, G. R., Barnes, M., Stuebing, K. K., Francis, D. J., Olson, R., et al. (2002). Classification of learning disabilities: An evidence-based evaluation. In R. Bradley, L. Danielson, & D. P. Hallahan (Eds.), Identification of learning disabilities: Research to practice (pp. 185–250). New Jersey: Erlbaum.
Forrest, L., Miller, D. S., & Elman, N. S. (2008). Psychology trainees with competence problems: From individual to ecological conceptualizations. Training and Education in Professional Psychology, 2, 183–192.
Gaubatz, M. D., & Vera, E. M. (2006). Trainee competence in masters-level counseling programs: A comparison of counselor educators’ and students’ views. Counselor Education and Supervision, 46, 32–43.
Graden, J. L. (2004). Arguments for change to consultation, prevention, and intervention: Will school psychology ever achieve this promise? Journal of Educational and Psychological Consultation, 15, 345–359.
Gilman, R., & Medway, F. J. (2007). Teachers’ perceptions of school psychology: A comparison of regular and special education teacher ratings. School Psychology Quarterly, 22(2), 145–161.
Hale, J. B., Fiorello, C. A., Kavanagh, J. A., Holdnack, J. A., & Aloe, A. M. (2007). Is the demise of IQ interpretation justified? A response to special issue authors. Applied Neuropsychology, 14, 37–51.
Hammill, D. D. (1990). On defining learning disabilities: An emerging consensus. Journal of Learning Disabilities, 23, 74–84.
Harvey, V. S., & Pearrow, M. (2010). Identifying challenges in supervising school psychologists. Psychology in the Schools, 47, 567–581.
Hildreth, G. H. (1930). Psychological service for school problems. Yonkers-on-Hudson: World Book.
Kane, M. (2013). The argument-based approach to validation. School Psychology Review, 42, 448–457.
Kavale, K. A., & Forness, S. R. (2000). What definitions of learning disability say and don’t say: A critical analysis. Journal of Learning Disabilities, 33, 239–256.
Kratochwill, T. R. (2007). Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead. American Psychologist, 62(8), 843–845.
Kratochwill, T. R., & Shernoff, E. S. (2004). Evidence-based practice: Promoting evidence-based interventions in school psychology. School Psychology Review, 33(1), 34–48.
Lilienfeld, S. O., Ammirati, R., & David, M. (2011). Distinguishing science from pseudoscience in school psychology: Science and scientific thinking as safeguards against human error. Journal of School Psychology, 50(1), 7–36.
McDermott, P. A., Fantuzzo, J. W., & Glutting, J. J. (1990). Just say no to subtest analysis: A critique on Wechsler theory and practice. Journal of Psychoeducational Assessment, 8, 290–302.
National Association of School Psychologists. (2010a). NASP professional standards. Bethesda, MD: National Association of School Psychologists. Retrieved January 6, 2014, from http://www.nasponline.org/standards/2010standards.aspx
National Association of School Psychologists. (2010b). National association of school psychologists model for comprehensive and integrated school psychological services. School Psychology Review, 39(2), 320–333.
National Association of School Psychologists. (2010c). National association of school psychologists: Standards for graduate preparation of school psychologists. Bethesda: National Association of School Psychologists. Retrieved January 7, 2014, from http://www.nasponline.org/standards/2010standards/1_Graduate_Preparation.pdf
Nelson, J. M., & Machek, G. R. (2007). A survey of training, practice and competence in reading assessment and intervention. School Psychology Review, 36(2), 311–327.
Noell, G. H., Witt, J. C., Gilbertson, D. N., Rainer, D. D., & Freeland, J. T. (1997). Increasing teacher intervention implementation in general education settings through consultation and performance feedback. School Psychology Quarterly, 12(1), 77–88.
Phelps, L., & Swerdlik, M. E. (2011). Evolving internship issues in school psychology preparation. Psychology in the Schools, 48(9), 911–921.
Prus, J. S., & Strein, W. (2011). Issues and trends in the accreditation of school psychology programs in the united states. Psychology in the Schools, 48(9), 887–900.
Reschly, D. J., & Ysseldyke, J. E. (1995). School psychology paradigm shift. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology III. Washington, DC: National Association of School Psychologists.
Reschly, D. J. (2008). School psychology paradigm shift and beyond. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology V. Bethesda: National Association of School Psychologists.
Riley-Tillman, T. C., Chafouleas, S. M., Eckert, T. L., & Kelleher, C. (2005). Bridging the gap between research and practice: A framework for building research agendas in school psychology. Psychology in the Schools, 42(5), 459–473.
Roberts, M. C., Borden, K. A., Christiansen, M. D., & Lopez, S. J. (2005). Fostering a culture shift: Assessment of competence in the education and careers of professional psychologists. Professional Psychology: Research and Practice, 36, 355–361.
Rubin, N. J., Bebeau, M., Leigh, I. W., Lichtenber, J. W., Nelson, P. D., Portnoy, S., Smith, I. L., & Kaslow, N. J. (2007). The competency movement within psychology: An (sic) historical perspective. Professional Psychology: Research and Practice, 38, 452–462.
Peshak George, H., Kincaid, D., & Pollard-Sage, J. (2008). Primary-tier interventions and supports. In W. Sailor, G. Dunlap, G. Sugai, & R. Horner (Eds.), Handbook of positive behavior support. New York: Springer.
Shapiro, E. S., Zigmond, N., Wallace, T., & Marston, D. B. (Eds.). (2011). Models for implementing response to intervention: Tools, outcomes, and implications. New York: Guilford.
Sheridan, S. M., Welch, M., & Orme, S. F. (1996). Is consultation effective? A review of outcome research. Remedial and Special Education, 17, 341–354.
Sokal, M. M. (1982). The Committee on the certification of consulting psychologists: A failure of applied psychology in the 1920’s. In C. J. Adkins & B. A. Winstead (Eds.), History of applied psychology: Department of Psychology Colloquium Series II (pp. 71–90). Norfolk: Old Dominion University, Department of Psychology, Center for Applied Psychological Studies.
Stoiber, K. C., & Vanderwood, M. L. (2008). Traditional assessment, consultation, and intervention practices: Urban school psychologists’ use, importance, and competence ratings. Journal of Educational and Psychological Consultation, 18, 264–292.
Sullivan, A. L., & Long, L. (2010). Examining the changing landscape of school psychology practice: A survey of school-based practitioners regarding response to intervention. Psychology in the Schools, 47(10), 1059–1070.
Swerdlik, M. E., & French, J. L. (2000). School psychology training for the 21st century: Challenges and opportunities. School Psychology Review, 29(4), 577–588.
Tarquin, K. M., & Truscott, S. D. (2006). School psychology students’ perceptions of their practicum experiences. Psychology in the Schools, 43(6), 727–736.
Tharinger, D. J., Pryzwansky, W. B., & Miller, J. A. (2008). School psychology: A specialty of professional psychology with distinct competencies and complexities. Professional Psychology: Research and Practice, 39(5), 529–536.
Thomas, A. (2000). School psychology 2000. NASP Communique, 28(2). Retrieved from http://www.nasponline.org/publications/cq/cq288sp2000.aspx.
U.S. Department of Education (1995). Seventeenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.
U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, What Works Clearinghouse (2014). Find what works. Washington, DC: National Center for Education Evaluation and Regional Assistance. Retrieved from http://ies.ed.gov/ncee/wwc/findwhatworks.aspx.
Van Der Heyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year evaluation of the effects of a response to intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256.
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88, 601–638.
Vellutino, F. R., Steger, B. M., Moyer, S. C., Harding, C. J., & Niles, J. A. (1997). Has the perceptual deficit hypothesis led us astray? Journal of Learning Disabilities, 10(6), 375–385.
Ysseldyke, J. E., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S., & Telzrow, C. (2006). School psychology: A blueprint for training and practice III. Bethesda: National Association of School Psychologists.
Ysseldyke, J., Burns, M., & Rosenfield, S. (2009). Blueprints on the future training and practice in school psychology: What do they say about educational and psychological consultation? Journal of Educational and Psychological Consultation, 19, 177–196.
Ysseldyke, J. E., Dawson, P., Lehr, C., Reschly, D., Reynolds, M., & Telzrow, C. (1997). School psychology: A blueprint for training and practice II. Bethesda: National Association of School Psychologists.
Ysseldyke, J. E., Reynolds, M., & Weinberg, R. A. (1984). School psychology: A blueprint for training and practice. Minneapolis: University of Minnesota National School Psychology Inservice Training Network.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2015 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Vanderwood, M.L., Geraghty-Jenkinson, C., Kong, R. (2015). Policy, Structural, Role, and Knowledge Barriers to Best Practice in School Psychology. In: Mitchell, D., Ream, R. (eds) Professional Responsibility. Advances in Medical Education, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-02603-9_16
Download citation
DOI: https://doi.org/10.1007/978-3-319-02603-9_16
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-02602-2
Online ISBN: 978-3-319-02603-9
eBook Packages: MedicineMedicine (R0)