Academic school psychologists: Addressing the shortage

Abstract

The following article attempts to address the current shortage in school psychology faculty. Although little empirical evidence exists, the authors conclude that such a shortage exists. Possible explanations for the shortage and barriers to overcoming it are discussed. Preliminary data from a survey, which attempted to identify programs with a consistent track record in preparing students who enter academia, are presented. The article concludes with an examination of suggestions for improving the current situation. These suggestions are culled from two directors of successful school psychology programs and the authors' own experiences as trainers. © 2004 Wiley Periodicals, Inc.A number of factors have impacted on the profession of school psychology during the past 20 to 30 years. These changes have had a profound effect on practice and training issues. Since the 1970s, the demand for school psychologists has increased dramatically. Fagan and Wise (2000) reported that the number of practicing school psychologists increased from 5,000 in 1970 to 25,000 in 2000, and the number of school psychology programs increased from 100 in 1970 to 218 in 2000. In addition, the requirements for credentialing as a school psychologist and the trend toward program accreditation [i.e., approval by the National Association of School Psychologists (NASP), American Psychological Association (APA) accreditation] have increased the demand on programs to provide a comprehensive education in school psychology, including increasing the number of faculty trained as school psychologists. These, and other factors, have led to the current situation in which there is a perceived shortage of appropriately trained individuals entering the school psychology professorate. It is the intent of this article to (a) document the shortage in the school psychology professorate, (b) discuss reasons that may account for this situation and barriers to overcoming the shortage, (c) discuss a survey of school psychology programs in an attempt to identify programs with a consistent track record in preparing students entering the professorate, and (d) discuss factors that may assist doctoral-level programs in achieving outcomes similar to these programs.

Undergraduate Student Preferences for Graduate Training in Psychology: Implications for School Psychology

“…There is an enduring and severe critical shortage of school psychologist practitioners and trainers of school psychologists projected to continue at least until 2020 (Clopton & Haselhuhn, ; Curtis, Chesno‐Grier, & Hunley, ; Curtis, Grier, & Hunley, ; Curtis, Hunley, & Grier, ; Curtis, Hunley, Walker, & Baker, ; Fagan & Wise, ; Little & Akin‐Little, ). The shortage is greater for doctoral‐level than for non‐doctoral school psychologists and this becomes salient when school psychology tenure‐track faculty position openings are examined from year to year (Kratochwill, Shernoff, & Sanetti, ; Tingstrom, ).…”

Creating University‐community Alliances to Build Internship Programs

“…Historically, approximately 25% of doctoral psychology students delay graduation for a year or more to obtain an accredited internship (APPIC, 2014). Poor time-to-degree rates are also a hindrance to the field, given a national shortage of school psychology practitioners (Davis, McIntosh, Phelps, & Kehle, 2004) and academics (Little & Akin-Little, 2004;Manz, Tobin, & Schmitt, 2015).…”

Training the next generation of school professionals to be prevention scientists: The Missouri Prevention Center model

“…Currently, there is a shortage of school psychology faculty members, especially those trained in EBPs (Kratochwill, 2007). A conßuence of events has contributed to the current shortage of academic school psychologists (Little & Akin-Little, 2004). First, the demand for school psychology services has expanded dramatically over the past three decades, and with that has come an increased need for supervised training programs.…”

“…For the most part, these faculty members have not materialized. As Tingstrom (2000) Þrst documented, these conditions led to our current situation in which large numbers of advertised faculty positions in school psychology go unÞlled each year, a trend that has continued into this century (Little & Akin-Little, 2004;Martin, 2007).…”