Report on the functions, training and employment opportunities of school psychologists.

Ten years of journalism in psychology, 1937-1946; first decade of the Journal of Consulting Psychology.

“…While this spread rather thinly the space devoted to a particular field or resulted in overemphasis in some field because the workers in that field appear to be more productive in writing, this practice nevertheless seems to have been helpful in unifying the profession and consolidating the interests of the members of the association. Publications of reports such as the Report by the Subcommittee on Graduate Internship Training in Psychology [121], or of the Report on the Functions, Training and Employment Opportunities of School Psychologists [65], received wide distribution through reprints. By means of these reports and others the JOURNAL thus served as an educational medium both to the Association and to other professions.…”

School Psychologists as Leaders in Professional Practice: An Examination of Leadership Roles and Perceived Support

“…A select committee appointed in 1940 by the New York State Association for Applied Psychology (NYSAAP) outlined a model of practice encompassing three prominent areas: clinical, educational, and research (Goldberg, Allard, Andrus, Challman, Cornell, Gorrie, Hildreth, Rust, Thompson, Tomlinson, & Zachry, 1943). The role included evaluation (intellectual, social, emotional, educational, vocational, and special ability), therapy to support children's emotional and social well-being, conferring with parents, teachers, and community agencies, and time for effective service delivery in the areas of clinical and educational services (Goldberg et al, 1943). Supervision of personnel, development of special programs, and training of teachers, administrators, and community groups were leadership opportunities (Goldberg et al, 1943).…”

“…The role included evaluation (intellectual, social, emotional, educational, vocational, and special ability), therapy to support children's emotional and social well-being, conferring with parents, teachers, and community agencies, and time for effective service delivery in the areas of clinical and educational services (Goldberg et al, 1943). Supervision of personnel, development of special programs, and training of teachers, administrators, and community groups were leadership opportunities (Goldberg et al, 1943). (clinical) x ______________________________________________________________________________________ The current model of practice outlines ten domains of competence; Domain 1: Data-Based Decision Making, Domain 2: Consultation and Collaboration, Domain 3: Academic Interventions and Instructional Supports, Domain 4: Mental and Behavioral Health Services and Interventions, Domain 5: School-Wide Practices to Promote Learning, Domain 6: Preventative and Responsive Services, Domain 7: Family-School Collaboration, Domain 8: Diversity in Development and Learning, Domain 9: Research and Program Evaluation, Domain 10: Legal, Ethical, and Professional Practice (NASP, 2010).…”

The training of guidance workers.

“…During the last few years several training programs for clinical psychologists have been presented (2,3,5,12,13), and Shartle (6) has recently published the job description of psychologists working in school guidance clinics and as college counselors. As yet, however, there are no uniform professional standards for the clinical psychologist or for any of the closely allied specialties.…”