Intro to School Psychology Chapter 1

Introduction to School Psychology

  • The field of school psychology is over 100 years old, originating from Lightner Witmer’s clinic in 1896.

  • It is a developing science, contrasting with many social sciences that began in the mid-to-late 1700s.

  • This chapter aims to define school psychology, highlight its historical milestones, discuss current practices, and outline the book's structure.

What is a School Psychologist?

  • School psychology was recognized as a specialty by the APA in 1998, while Division 16 was established in 1945.

  • The APA defines it as a discipline focused on the psychology related to students and the school system.

  • The National Association of School Psychologists (NASP) describes school psychologists as qualified members who support learning and teaching through expertise in mental health, learning, and behavior.

  • Role of School Psychologists:

    • Collaborate with families, teachers, and administrators.

    • Ensure safe and supportive learning environments.

Competencies Guiding Practice

  • The first Blueprint for Training and Practice was released in 1984, evolving through various iterations.

    • 1984 Version: Outlined 16 domains of practice.

    • 1997 Revision: Revised to 10 domains.

    • 2006 Revision: Defined 8 core competencies and 2 foundational concepts.

  • Key Competency Areas:

    • Research and science, consultation, diversity, ethics, assessment, and systems-based delivery.

History of School Psychology

  • Key Milestones:

    • 1892: APA founded at Clark University.

    • 1905: Binet-Simon Scales introduced, aiding the identification of cognitive impairments.

    • 1915: Arnold Gesell becomes first school psychologist in the US.

    • 1928: First university training program starts at New York University.

    • 1935: New York establishes the first state certification standards.

    • 1943: Formation of the Ohio School Psychologists Association.

    • 1949: Boulder Conference establishes minimum training requirements.

    • 1969: NASP is created to advance school psychology interests.

  • Important Legislation:

    • 1973: Section 504 of the Rehabilitation Act.

    • 1975: Public Law 94-142 establishes special education rights.

Current Practice in School Psychology

  • Most school psychologists are White and female, with a noted increase in diversity over recent years.

  • Employment stats:

    • 86% work in public schools, some in private schools, colleges, private practice, and medical settings.

    • Average salary varies by region, with recent figures showing an average between $64,168 and $71,320.

  • Core Responsibilities:

    • Predominantly engage in special education evaluations and IEP meetings.

    • In schools with response to intervention (RtI) systems, engagement in intervention increases significantly.

The Structure of the Book

  • The book will guide new school psychologists through key issues and practices.

  • Sections Overview:

    1. Current practices related to ethics and law in school psychology.

    2. Overview of professional associations relevant to the field.

    3. Theoretical foundations of school psychology.

    4. Discussions on controversies affecting practice today.

    5. Future perspectives on school psychology and practice contexts (urban and rural dynamics).

Resources & Further Reading

  • Websites and contact with professional communities for additional information.

Questions for Review and Discussion

  1. Why are systems-level intervention competencies significant for NASP?

  2. How do historical articles in the Journal of School Psychology relate to the current trends?

  3. What are the implications of increasing multilingual and diverse school psychologists?