School psychology today: Progress, not impasse.

Abstract

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

Evidence on multicultural training in school psychology: Recommendations for future directions.

“…Social and cultural considerations also were absent when Division 16 of the American Psychological Association (APA) was created in 1945 and the National Association of School Psychologists (NASP) was created in 1969 (Fagan, 1993). What seemed to be more pressing at the time for both Division 16 and NASP was the difference in opinion regarding the entry level of training for school psychologists (i.e., doctoral vs. nondoctoral; Fagan, 1986; Farling, 1969; Reschly, 1982). Abramowitz (1981) explained that at the time professionals in school psychology were interested primarily in issues such as licensure and certification because they had a stake in them.…”

Influences of degree level, institutional orientation, college affiliation, and accreditation status on school psychology graduate education.

“…The appropriate program level for school psychology graduate education for independent practice of psychology in schools and in other settings, called the entry-level issue in the school psychology literature, has been the single most divisive issue in the profession (Bardon, 1979, 1982, 1989; Brown, 1979, 1989a; Cobb, 1989; Coulter, 1989; Fagan, 1989; Hyman, 1979; Reschly 1982; Trachtman, 1981, 1985). Standards advocated by the American Psychological Association (APA) and the National Association of School Psychologists (NASP) provide different criteria for credentialing (certification, licensure, or both) that have clear implications for the scope and setting of practice (Engin & Johnson, 1983; Pryzwansky, 1982).…”

“…Program accreditation or approval mechanisms have significantly improved school psychology graduate education (Fagan, 1986a; Reschly, 1982). Both APA and NASP are involved with school psychology accreditation/approval: NASP, as an affiliate of the National Council for the Accreditation of Teacher Education (NCATE), currently approves programs at the specialist and doctoral levels, whereas APA accredits programs at the doctoral level.…”

School psychology's dilemma: Reappraising solutions and directing attention to the future.

“…School psychology has reaped the indirect employment benefits of state and federal legislation for the handicapped and, less widely, has enjoyed nonschool employment opportunities brought about primarily through the efforts of other professional psychologists to achieve goals such as licensing and reimbursement. Bardon (1982Bardon ( , 1983 attempted to provide a constructive avenue for resolving the entry-level and title dilemma, and his ideas have drawn mixed critical appraisal (Goldwasser, 1982;Kratochwill, 1982;Reschly, 1982;Slater, 1982;Winikur, 1982). Bardon proposed that to resolve APA and NASP differences, the title school psychologist be dropped by APA and given to NASP, with APA then developing a new education-related professional field akin to applied educational psychology.…”

“…Bardon (1982, 1983) attempted to provide a constructive avenue for resolving the entry-level and title dilemma, and his ideas have drawn mixed critical appraisal (Goldwasser, 1982; Kratochwill, 1982; Reschly, 1982; Slater, 1982; Winikur, 1982). Bardon proposed that to resolve APA and NASP differences, the title school psychologist be dropped by APA and given to NASP, with APA then developing a new education-related professional field akin to applied educational psychology.…”