New Directions for School Psychology

Trachtman, Gilbert M.

doi:10.1177/001440296102800309

Cited by 13 publications

(4 citation statements)

References 2 publications

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“…This need was formally recognized and legislatively mandated with the passage of PL 94-142, The Education of All Handicapped Children Act, in 1975 and has grown exponentially with support from expanding case law, legislative reauthorizations, and social awareness. The emphasis in special education on partnerships among professionals, parents, and other service providers began in earnest with efforts to emulate models of consultation that were emerging from mental health, school psychology, and counseling (Conoley & Conoley, 1988;Kurpius & Brubaker, 1976;Tharp & Wetzel, 1969;Tractman, 1961). A first phase related to teacher-teacher interactions was the development of fledgling models for teacher consultants.…”

Section: Emergence Of Collaborationmentioning

confidence: 99%

The State of the Art of Collaboration on Behalf of Students With Disabilities

Cook

Friend

2010

Journal of Educational and Psychological Consultation

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Section: Emergence Of Collaborationmentioning

confidence: 99%

The State of the Art of Collaboration on Behalf of Students With Disabilities

Cook

Friend

2010

Journal of Educational and Psychological Consultation

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“…While still working in the schools, I had begun to mediate and articulate some of my experiences into a cohesive point of view (Trachtman, 1957, 1961), and I arrived at NYU somewhat overwhelmed at the task of training the kind of school psychologist I would have liked to be. Among the guiding assumptions that steered my early activity was the idea that I had a lot to offer my students as a role model, but that they would need to be free to move in different directions from me, as I had done with my mentors, and that they would be expected to grow far beyond what I would offer.…”

Section: Phase Iii: the “Thoroughbred” Yearsmentioning

confidence: 99%

Bootstrapping it in the Big Apple: A history of school psychology at New York University.

Trachtman¹

1987

Professional School Psychology

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A school psychologist is minimally a well-trained psychologist and optimally a Renaissance person whose activities, often but not necessarily conducted in schools, are focused directly or indirectly on children and their caretakers, on caretakers-to-be, and, increasingly, on learners of all ages. The contextual core of school psychology is concern with learners in the educational program, with the educational program afforded all learners, with the psychological well-being of learners as it affects their educability, with the educational program as it affects their psychological development, and with the total physical, social and emotional setting in which children spend their formative years. In actual practice and in this context, school psychologists work with individuals, groups, or systems, in or out of the school setting, in myriad subsets of the roles just implied.

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“…Two additional examples of thinking on the topic of directians which school psychology might take are provided by Gray (1963) and Trachtman (1961). Gray points out that if the 1/1,000 psychologist/student ratio recommended by the Thayer Report were to be implemented, the manpower required would be slightly more than the entire membership of the American Psychological Association in 1962.…”

Section: School Psychologymentioning

confidence: 99%

Role delineation among the guidance professions

Shaw

1967

Psychol. Schs.

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The problem of role delineation among the various kinds of guidance specialists is no idle question in view of the need for more effective utilization of guidance personnel and also in light of the potentially damaging rivalries involved. It is the purpose of this article to explore the available opinions and, where possible, data, bearing on the question of role delineation among the professions of school psychology, school social work and school counseling.The problem of what constitutes the proper role of each of these groups has received a great deal of attention, but the issues are far from being resolved. Through examination of prevailing opinion it should be possible to pinpoint some of the major issues and to suggest more effective means of resolving them than have yet been utilized. There is no pretense at covering all available materials bearing on the question of role. There is, however, an attempt to include materials representing the most prominent points of view. Each professional group will be considered separately, and an attempt at synthesis made following this.

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New Directions for School Psychology

Cited by 13 publications

References 2 publications

The State of the Art of Collaboration on Behalf of Students With Disabilities

The State of the Art of Collaboration on Behalf of Students With Disabilities

Bootstrapping it in the Big Apple: A history of school psychology at New York University.

Role delineation among the guidance professions

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