Why didn't—Why doesn't—School psychology realize its promise?

Conoley, Jane Close; Gutkin, Terry B.

doi:10.1016/0022-4405(95)00009-b

Cited by 65 publications

(77 citation statements)

References 21 publications

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“…In this study, a majority of practitioners (83%) appeared to rely on personal experience to develop interventions. It remains unclear whether these change strategies were empirically validated and scientifically-based (Conoley & Gutkin, 1995). Further research should attempt to investigate this issue.…”

Section: Discussionmentioning

confidence: 92%

Contemporary practices in school psychology: A national survey of roles and referral problems

Bramlett

Murphy

Johnson

et al. 2002

Psychology in the Schools

159

130

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Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.School psychology needs to maintain an ongoing data base specific to professional practices (Reschly & Wilson, 1995). Periodic updates of this information are essential in planning for training, professional development, research, and role change. Surveys of school psychologists have explored a wide range of professional issues including job satisfaction (Anderson, Hohenshil, & Brown, 1984), preferences for specific job functions (Smith & Lyon, 1985), assessment practices (Stinnett, Havey, & Oehler-Stinnett, 1994), involvement in peer support groups (Zins & Murphy, 1996), participation in various service activities (Ramage, 1979), and actual time engagement in specific roles and functions (Benson & Hughes, 1985;Lacayo, Sherwood, & Morris, 1981;Nastasi, Varjas, Bernstein, & Pluymert, 1998;Reschly & Wilson, 1995;Smith, 1984).The amount of time that school psychologists allocate to different service activities reveal some consistent patterns. Assessment has remained the dominant role of practitioners with approximately half of the school psychologist's time spent in these activities (Benson & Hughes, 1985;Reschly & Wilson, 1995;Stinnett et al. 1994). Despite the prominent role that consultation has been awarded in the professional literature and training of school psychologists (e.g., Bramlett & Murphy, 1998) there does not appear to be substantial evidence reflecting a recent increase in consultation (Reschly & Wilson, 1995). In surveys by Benson and Hughes (1985), Lacayo et al., (1981), Smith (1984, Smith andLyon (1985), andStinnett et al., (1994) school psychologists spent between 18% and 25% of their time engaged in consultation. Although consultation is routinely included in surveys developed to assess professional roles and functions, no information appears to be available on school psychologists' use of specific consultation models (e.g., behavioral, mental health, etc.).Intervention and prevention are two professional roles which have been advocated as important roles of school psychologists as part of the problem-solving process (Gutkin & Curtis, 1999). Reschly and ...

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Section: Discussionmentioning

confidence: 92%

Contemporary practices in school psychology: A national survey of roles and referral problems

Bramlett

Murphy

Johnson

et al. 2002

Psychology in the Schools

159

130

View full text Add to dashboard Cite

show abstract

“…A final criticism of the deficit model approach to conceptualizing students with LD is that the model, much like psychology in general, emphasizes the negative. In this model, practitioners tend to focus on the deficits and weaknesses of the student, obscuring the presence of skills and coping strategies that may be used to help the student succeed (Condeluci, 1994;Conoley and Gutkin, 1995;Phares, 1992). A deficit approach not only fails to recognize an individual's strengths, but it also fails to recognize the interaction between students with LD and the systems in which they function (Traughber and D'Amato, 2005).…”

mentioning

confidence: 98%

“…Some have argued against the use of the deficit model since it is an expert model, which identifies the physician or neuropsychologist as the expert with the solutions to each individual's problems (Conoley and Gutkin, 1995). As a consequence, a dependent relationship may result which disempowers the client (Phares, 1992).…”

mentioning

confidence: 99%

Ecological Neuropsychology: An Alternative to the Deficit Model for Conceptualizing and Serving Students with Learning Disabilities

et al. 2005

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The present paper contends that children with learning disabilities are better served when assessment and intervention are conceptualized within an ecological neuropsychology perspective than within the traditional deficit model perspective, which is the predominant approach to intervention in medical and educational settings. The deficit method conceptualizes problems as within the child, and the major consequence of this approach is that little time is spent analyzing the learning environment or other systems that might impact the child's ability to be successful in an academic setting. Therefore, rehabilitation efforts have had limited success. In contrast, ecological neuropsychology is a strength-based approach that considers the child, as well as the systems within which he/she interacts, when assessing, diagnosing, and intervening with students who are experiencing learning difficulties.

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“…Furthermore, as suggested by Conoley and Gutkin (1995) and delineated by Meyers (2002), universities may begin to offer a more prescriptive structure to field-based consultation experiences to ensure more diverse consultation opportunities and standardized experiences. Such a process could likely result in fewer practicum and internship sites that are considered appropriate.…”

Section: More University Involvement In Fieldwork Experiencesmentioning

confidence: 98%

Turning the Ideal Into Reality: Student Perspectives onBlueprint III'sImplications for Graduate Education in Consultation

EdS

2009

Journal of Educational and Psychological Consultation

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Why didn't—Why doesn't—School psychology realize its promise?

Cited by 65 publications

References 21 publications

Contemporary practices in school psychology: A national survey of roles and referral problems

Contemporary practices in school psychology: A national survey of roles and referral problems

Ecological Neuropsychology: An Alternative to the Deficit Model for Conceptualizing and Serving Students with Learning Disabilities

Turning the Ideal Into Reality: Student Perspectives onBlueprint III'sImplications for Graduate Education in Consultation

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