Evolving Nature of School Psychology in Alberta

Abstract

Over the past 15 years, the practice of school psychology in the province of Alberta reflects the entrenchment of assessment with the emerging possibility of a broader service provider role. This article articulates the influence that politics and government has had on the role of school psychologists in Alberta schools as special education funding frameworks have evolved. The authors describe the present training and roles of Alberta school psychologists and outline the work that has been undertaken in that province to advocate for a role in key government initiatives of Response to Intervention (RTI) and Inclusive Education.

Small Towns Talk: Clinical Competency Described Among Rural School Psychologists in Saskatchewan

“…While this may seem straightforward at first, the practice of school psychology includes elements from multiple disciplines within psychology, including educational psychology (e.g., the psychology of learning); developmental psychology (e.g., how individuals change and adapt through the lifespan); clinical psychology (e.g., assessment of and intervention for psychopathology); counseling psychology (e.g., intervention to produce change); community psychology (e.g., creating psychologically healthy environments); and behavioral psychology (e.g., assessment and intervention of observable behavior; NASP, 2010; Saklofske et al, 2007; Sheridan & Gutkin, 2000). Some believe that school psychologists are defined by where they work rather than how they were trained (Johnson & Zwiers, 2016). However, given the generalist nature of the training offered to school psychologists, psychologists trained within school psychology paradigms are also found to be working in health regions, private practice, government, industry, and correctional systems (Saklofske et al, 2007).…”

“…However, given the generalist nature of the training offered to school psychologists, psychologists trained within school psychology paradigms are also found to be working in health regions, private practice, government, industry, and correctional systems (Saklofske et al, 2007). While many may consider assessment the only function of the school psychologist (Johnson & Zwiers, 2016), the school psychologist has a generalist capacity to be proactive in the betterment of learning and mental health issues through intervention and consultation (Corkum et al, 2007; Johnson & Zwiers, 2016), and in supporting the needs of both exceptional and typically developing learners. School psychologists support individuals toward their goals (e.g., academic, vocational, social, or personal) and, therefore, need to be incredibly versatile in the services they can provide, making them ideal for working within rural contexts.…”

Impact of COVID-19 on School Psychology Practices in Canada

“…In contrast, some provinces, such as Alberta have a historically "identificationfor-coding funding model" which relies on psychologists' assessments for funding and placement for specialized services. These regions have had a harder time getting the education system to expand school psychologists' traditional scope of practice (Johnson & Zwiers, 2016). Overall, across Canada, a contemporary and comprehensive model of school psychology service provision utilizes the school psychologists as experts and leaders in the development and evaluation of programs that promote children's mental wellbeing and prevention of mental illness in schools along with the academic and learning interventions and assessment roles (Montreuil, 2016).…”

Integrative and Theoretical Reviews of Achievement Motivation for School Psychologists: Introduction to the Special Issue

“…Although coding criteria, deadlines, and legal requirements keep this work central to school psychologists, contemporary perspectives in the field advocate for a shift from that of a deficit lens to one that is more preventative (Johnson & Zwiers, 2016). For example, school psychologists now assess school readiness and identify points of early intervention (Meyers et al, 2004).…”

“…They participate in ongoing assessment for intervention at the individual, group, and school-wide levels in order to evaluate students’ growth and their progress in attaining positive academic and behavioral outcomes (Eagle et al, 2015). Although this shift in role is slow and not without challenges (Johnson & Zwiers, 2016), the currently expanding scope of practice makes the topic of achievement motivation particularly relevant to school psychologists.…”