Specialty Guidelines for the Delivery of Services by School Psychologists.

indicated, No authorship

doi:10.1037/h0078380

Cited by 26 publications

(1 citation statement)

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“…As part of these changes, APA has expanded accreditations and now uses new terms called major areas to delineate the nature of the experiences that characterize health service psychology training; that is, “emphasis,” “exposure,” and “experience” areas (APA, 2012, 2015). The specialty guidelines are required to be updated regularly explaining what makes each health service specialty special or unique (SGDSSP, 1981). New school psychology specialty guidelines have been recently revised and submitted in 2020 and are currently in the approval process.…”

Section: History Of the Past: Inventing The Practice Of Human Service...mentioning

confidence: 99%

History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future.

D’Amato

Perfect

2020

School Psychology

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The purpose of this article was to historically review the field of school psychology for the 75th Anniversary of the founding of the Division of School Psychology (DSP) of the APA. Past and present proactive school psychology was evaluated and recommendations for the future were offered in light of historic APA DSP goals. Since its inception, the DSP has worked with APA to protect and expand school psychology as a foundational service area within health service psychology. This article examines the challenges in the field, highlights current issues, and calls for a proactive and transformational future. The article concludes with suggestions from history to adopt current approaches to emulate the transformative vision of proactive school psychology.

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Section: History Of the Past: Inventing The Practice Of Human Service...mentioning

confidence: 99%

History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future.

D’Amato

Perfect

2020

School Psychology

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A national survey of current supervision and evaluation practices of school psychologists

Chafouleas¹,

Clonan

VanAuken

2002

Psychology in the Schools

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This paper presents findings from a national survey of school psychologists regarding current supervision and evaluation practices. Thirty‐seven percent of usable surveys were returned. Overall results suggested that the sample of school psychologists were somewhat to moderately satisfied with current supervision and evaluation practices. However, wide variation in how supervision, evaluation, and professional development are obtained was indicated. The evaluation process is most often conducted by an administrator who may not be familiar with school psychology; and it is not viewed as an opportunity for professional development. In addition, evaluation criteria often are not tailored specifically to the roles of the school psychologist. Most alarming, and consistent with previous research, is that many school psychologists do not have enough supervision available to meet either their wishes or standards for the profession. Higher satisfaction with supervision was found when participants were provided with more regular and formal supervision contacts. Participants also indicated a person knowledgeable about school psychology could best provide supervision. Implications of the results and future directions are discussed. © 2002 Wiley Periodicals, Inc.

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Dissertation research in school psychology, 1978–1980

French

Raykovitz²

1984

Journal of School Psychology

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Specialty Guidelines for the Delivery of Services by School Psychologists.

Cited by 26 publications

References 1 publication

History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future.

History of the future of proactive school psychology: Historical review at our 75th APA anniversary to transcend the past, excel in the present, and transform the future.

A national survey of current supervision and evaluation practices of school psychologists

Dissertation research in school psychology, 1978–1980

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