The National Association of School Psychologists: Its development and objectives.

Expanding School Psychology Service Delivery Within the Context of National Health and Mental Health Reform

“…Most germane to this special issue, the traditional tethering of school psychology practice to special education identification processes through federal mandates has limited the opportunity to engage in more prevention and early intervention activities aimed at supporting the behavioral and social-emotional needs of students. Although school psychology has a long history of dissatisfaction with a narrow scope of practice (e.g., Farling & Agner, 1979) and standards for training have required a wide range of competencies (National Association of School Psychologists, 2010), practice in the field continues to be dominated by special education assessment and related activities (Castillo, Curtis, & Gelley, 2012). However, as schools face an increasingly stressed and challenged population of students, models that focus on serving one student at a time are becoming less tenable (Doll & Cummings, 2008).…”

Science in Mental Health Training and Practice, With Special Reference to School Psychology

“…In 1969, the National Association of School Psychologists (NASP) was born, which gave emphasis to nondoctorallevel school psychology practitioners (Farling & Agner, 1979 1954, supported two levels of training (nondoctoral and doctoral) and agreed on definition, functions, qualifications, levels of positions, safeguards, and general principles for school psychology training and practice. It seemed to endorse the scientist-practitioner model (Cutts, 1955, see p. 155) and value research (see pp.…”