School psychology in the U.S.: A quantitative survey

Kicklighter, Richard H.

doi:10.1016/0022-4405(76)90050-9

Cited by 15 publications

(4 citation statements)

References 4 publications

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“…Recent surveys suggest that as many as half of all school psychologists work in settings where the ratio is less than 1:2,000 (NASP, 1982). This is in sharp contrast to the median ratio of 1:4,800 reported by Kicklighter (1976) for the 1974-1975 school year. The number of school psychologists probably more than doubled over the last 10 years.…”

Section: Growth and Expansion Of Servicescontrasting

confidence: 88%

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School psychology today: Progress, not impasse.

Reschly¹

1982

Professional Psychology

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Bardon's proposal to resolve school psychology's dilemma is analyzed in the. context of traditional problems in school psychology. The problems of role dissatisfaction, mixed identity, external influences, and survival concerns have existed throughout the history of school psychology and would be resolved only to a modest degree by Bardon 's proposal. School psychology is seen as a growing profession with healthy and positive trends in crucial areas such as graduate education, ratios of psychologists to students, models for best practices, and so forth. Continued cooperation between the American Psychological Association's Division 1& and the National Association of School Psychologists is strongly endorsed as being in the best interests of all school psychologists.Diversity of opinion and heated debate certainly are not unusual in academic or applied areas of psychology and, in most instances, are viewed as signs of vitality. If this view is correct, then school psychology must surely be a most vital area either as a subspecialty of psychology or as an independent profession. It is this issue-subspecialty of psychology or an independent profession-that is sometimes a point of departure in debates over the nature, character, and future of school psychology.However, Bardon's analysis of the importance of this debate, even acknowledging his probable motive to stimulate thought, is exaggerated. In this article, I attempt to place the debate within the historical context of the school psychology literature; to criticize Bardon's proposal; and to identify recent accomplishments and current trends that reflect solid progress in school psychology rather than the impasse or paralysis suggested by Bardon. The Context of the School Psychology LiteratureSeveral persistent themes in the school psychology literature over the past 15 to 20 years, if understood, can place some of Bardon's proposals in clearer perspective. Much of Bardon's rationale for the changes he proposes has to do with alleviation if not resolution of these problems. ROLEA prominent theme for many years has been differing views on and dissatisfaction with the role of the school psychologist, a subject Bardon has discussed with great insight over the years (e.g., Bardon, 1963Bardon, ,1968Bardon, ,1976Bardon, ,1982. Much of this concern can be summarized briefly as a contrast between narrow testing services, with school psychologists stereotyped as kit-carrying psychometric robots, and a broad range of services to children, teachers, families, and school systems. Theoretical discussions in the school psychology literature have often emphasized the enormous potential of school psychology to positively influence all school-age children and to apply the best of what all psychology specialties have to offer to the task of promoting healthy development within schools (Bardon, 1976). This very positive, almost messianic, view is seriously 990

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Section: Growth and Expansion Of Servicescontrasting

confidence: 88%

“…A critical influence on role is the ratio of school psychologists to students. This ratio has improved dramatically over the last decade (Kicklighter, 1976;NASP, 1982;Ramage, 1979). Recent surveys suggest that as many as half of all school psychologists work in settings where the ratio is less than 1:2,000 (NASP, 1982).…”

Section: Growth and Expansion Of Servicesmentioning

confidence: 99%

School psychology today: Progress, not impasse.

Reschly¹

1982

Professional Psychology

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“…" Two surveys of school psychological practice provide a rationale for the specification of this Guideline (Farling & Hoedt, 1971;Kicklighter, 1976). The median ratios of psychologists to pupils were 1 to 9,000 in 1966 and 1 to 4,000 in 1974.…”

Section: School Psychologists Pursue Their Activities As Members Of T...mentioning

confidence: 99%

Specialty Guidelines for the Delivery of Services by School Psychologists.

indicated¹

1981

American Psychologist

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“…Compared with data furnished for the 1969-1970 academic year (Bardon & Walker, 1972), there was an increase of 1,993 students-approximately a 33% growth rate-in only four years. It is estimated that the number of practicing school psychologists in the United States and Canada is approximately 9,000 (Kicklighter, 1976). Recognizing that some practicing school psychologists are also part-time graduate students, it is probably safe to say that the number of students in the specialty is fast approaching the number of working school psychologists.…”

Section: Current Trends In School Psychology: Training and Manpowermentioning

confidence: 99%

The state of the art (and science) of school psychology.

Bardon¹

1976

American Psychologist

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Factors influencing the practice of school psychology are examined, and the suggestion is made that school psychology may serve as a basis for determining what lies ahead for all of professional psychology. Trends in training, manpower needs, and -practice are discussed. It is concluded that professional schools offer one important way to solve the entry-level problem in psychology; that the current disruptions in effective practice may lead to new ways of functioning not possible before; and that the dissolution of specialty practice in psychology is probable sometime in the future.

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School psychology in the U.S.: A quantitative survey

Cited by 15 publications

References 4 publications

School psychology today: Progress, not impasse.

School psychology today: Progress, not impasse.

Specialty Guidelines for the Delivery of Services by School Psychologists.

The state of the art (and science) of school psychology.

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