This study documents the number of school psychology faculty openings, reasons for resignations and the outcome of faculty searches in the United States for three consecutive academic years beginning in 2004. School psychology program training directors in the United States were surveyed about program faculty needs, including resignations and the outcome of faculty searches. Ninety-four program directors reported 136 openings and 79 percent of the program directors indicated one or more openings in the three most recent academic years. Results indicate an increasing number of openings left unfilled each year with more than one in four of the positions going unfilled. Data concerning resignations, professionals leaving academia, new positions, previously unfilled positions and age of the current faculty suggest a need to hire at least 36 faculty per year for the 94 programs represented, with increasing numbers of openings in the next decade due to retirements. Directors reported a small percentage of 2006—2007 doctoral level interns were seeking academic positions. Program directors reported concerns and ideas about success in recruitment and retention of school psychology faculty. Implications of the faculty shortage on the profession are discussed.
Many psychology majors indicate helping others as a reason for majoring in psychology, yet many enter positions not closely related to the field. This discrepancy may be due to a lack of student knowledge of the applied areas of psychology. The purpose of this study was to investigate the coverage of clinical, counseling, industrial/organizational, and school psychology in a sample of current, full-length introductory psychology textbooks. This study explores the extent and accuracy of coverage of applied areas in 32 full-length textbooks published between 2001 and 2006. Industrial/organizational psychology had the most extensive coverage, followed by clinical, counseling, and school psychology. Counseling psychology had the lowest rate of accuracy in coverage.
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