International school psychology: psychology's worldwide portal to children and youth

International school psychology is discussed in reference to scholarly and professional development within psychology, the emergence of an international association of school psychology, its efforts to promote school psychology, prevailing characteristics of school psychologists, and additional efforts needed to further enhance its development. Nine issues that will help shape the future of international school psychology are also identified. The importance of psychology, including school psychology, in promoting children's needs and rights is underscored.     

Compulsory schooling, child study, clinical psychology, and special education. Origins of school psychology.

The historical development of school psychology is discussed in the context of circumstances and individuals significant to its origins. The contributions of Witmer's clinical psychology and Hall's child study demonstrate how early forms of school psychology evolved from their conceptualizations. Even though the specialty did not achieve a stable national identity until the second half of the 20th century, the provision of psychological services in schools is among the earliest fields of applied psychology and has distinct connections to Witmer and Hall.     

School psychology publishing contributions to the advancement of knowledge, science, and its application: an introduction to the themed issue

This introductory article briefly reviews the studies and commentaries making up this themed issue on the process and products of professional publications in school psychology. Each article highlights important considerations for advancing scholarly scientific publishing in the field of school psychology. A case is made that enhancing the quality of scientific publications, as well as accumulating scholarly findings over time, serve as the primary mechanisms for improving practice for children, families, and school professionals. This article highlights features of the studies and commentaries directly related to advancing knowledge, science, and its application in school psychology.     

Continuity and Change in Role Definitions and Training Models of School Psychologists in Israel

Abstract

In accordance with one of the major challenges of psychology research and practice worldwide, school psychology in Israel has setas its aim the promotion of the emotional well-being of students. These aims are achieved through psychological evaluation and intervention, at the systemic and individual-student level. School psychology emerged in Israel in the 1930s, as a relatively narrow field, focused mainly on the placement of students in special education settings. Over the decades, major changes occurred in Israeli society, including waves of immigration, coping with security situations and additional socio-political challenges. In light of these transformations, the discipline grew and broadened, encompassing additional areas of professional practice. The training of school psychologists evolved in relation to these processes. From unsystematic training procedures, mostly embedded in child-clinical psychology and relying on on-the-job training, to a well-established system of graduate school programs producing dozens of school psychologists every year. Academic pre-service training is followed by a post-graduate internship in the public-school system. The developments in the field of school psychology brought about a host of challenges and dilemmas. These issues are discussed in relation to the broad aim of school psychology in Israel: the promotion of the emotional well-being of all students.     

学校心理学发展的国际现状

该文系统考察了学校心理学发展的国际现状。具体探究了学校心理学的国际背景、起源及现状;国际上学校心理学的组织和认证、学校心理学家的培养;揭示了当前国际上学校心理学遇到的一些问题;最后,指出了学校心理学未来发展的国际趋势。     

Raising standards of practice in school psychology through the use of field-based training

A model is presented for upgrading school psychology practice in an entire state by raising the level of entry for school psychology certification. A central feature of the plan is that it permits those who currently do not meet the revised standards to participate in a field-based program. This allows them to increase their knowledge and skills so that they may continue to hold positions, but at a higher level of competence. The development of the program, its implementation, and an evaluation of its efforts over a five-year period are presented.     

Reminiscences of things past

A personalistic and selective view of the history of school psychology is offered. A brief biographical sketch, and some of the early personal encounters and major professional preoccupations of the author, are presented first. This is followed by an exposition centered on the development of school psychology as a specialty. Two historical streams of intellectual thought, intervention methods, and professional affiliation, along with their consequences for school psychology, are then described. Finally, some observations on the future of school psychology are made.     

On becoming a school psychologist: A semiautobiographical account

As an example of the development of an early school psychology program in the Southwest, the beginning of Child Study and Consultation Service is described. The unique aspect of this program undoubtedly had to do with its relationship to a demonstration mental health center and a consultation program started in several elementary school districts in the area. Beginning with a consortium of five school districts, it was later expanded to include 16 school districts with a staff of 15 doctoral-level school psychologists. This account also describes the author's involvement with the Division of School Psychology and some of the major issues facing the division in the late 1950s and 1960s. An attempt is made to show how the author's educational and work experiences contributed to the philosophy, policies, and practices of school psychology.     

The school psychologist in evaluating educational programs

A discussion of school psychology practice is presented, with emphasis on school programs rather than on individuals. While pressures exist to continue emphasizing the individual as the unit of study, current literature in evaluation theory and community psychology suggest a more viable model for the practice of school psychology. The learning process as it occurs in school programming is discussed, illustrating potential sources of involvement for school psychologists in effecting change in education. It is suggested that school psychologists, operating from a framework of evaluation theory, are well suited to be evaluators of school programs.     

Characteristics of doctoral and nondoctoral school psychology programs: Their implications for the entry-level doctorate

In the past 10 years the number of graduates in school psychology has doubled, and student enrollment has tripled. Rapid growth in the psychological profession has brought with it an attempt to make the doctoral degree the minimal credential for entry to independent practice. Examination of the characteristics of doctoral and nondoctoral training programs in school psychology suggests that each type of program has distinct points in its favor.     

The effectiveness of a simulation technique as an integral part of a school psychology training program

A modified Solomon design was employed to study the effects of a school psychology simulation package on the enacted and written response of a group of school psychology preservice students. Fifty-two school psychology students from five training programs enrolled in the last quarter of school psychology training prior to internship were divided into two groups. The experimental group (N=20) received the simulation experience, whereas the control group (N=32) did not. Results generally indicated the superiority of the experimental group and suggested that simulation as an integral part of a school psychology training program is an effective method of instruction. Pretesting in combination with the simulation training improved posttest performance more than simulation training alone.     

High school psychology revisited: Student performance in a college-level psychology course

There were no differences in achievement in a college-level general psychology course between students who had completed a high school psychology course and those students who had not completed a high school psychology course. The results are discussed in terms of the content, quality, and objectives of high school psychology courses. The discussion includes a consideration of the role of school psychologists in high-school-level psychology courses. Future trends in the teaching of psychology at the secondary and university level are reviewed.     

School psychology in the USA: Reminiscences of its origin

As an example of the development of school psychology programs in the cities of the U.S., the early history of the Chicago Bureau of Child Study is described on the basis of personal involvement and prior records and literature. Program and services, requirements, and training are discussed. The early years of the Division of School Psychology of APA are covered in the reminiscences of a founding member and its 7th president, with memories of the outstanding women and men who headed school psychology programs in the cities of the nation in the 40s and who were leaders in Division 16. Theories and practices in general educational administration, especially decentralization, are shown to affect school psychology. Program differences in psychological services between cities, possibly greater in the early days than now, reflect the backgrounds and interests of their leaders. In international psychology, the dangers of exporting western techniques and concepts in ways that may do more harm than good are discussed, along with the too often overlooked values of importing ideas from overseas. Current issues are seen against the historical development of school psychology, with a plea for thorough historiographic research to amplify, document, and correct these and other personal memoirs.     

School psychology in Australia

The status of school psychology in Australia is reviewed. Information is presented on the education system, the role of the school psychologist, historical development, special problems, contributions, and future trends in Australian school psychology.     

Doctoral school psychology program graduates in the United States: The first seventeen years

Graduates of all known doctoral school psychology programs in the United States from the inception of school programs in 1953 through 1970 were identified and sent survey forms to determine their background, professional development and interests, and their concerns about training. Findings were based on a 78% return rate. The conclusion reached is that separate doctoral programs in school psychology appear at present to be an efficacious way to ensure orientation, commitment, and training for the application of psychology to school problems.     

Experiences of school psychology interns in psychology internship centers

In the development of psychology internship centers, we must not overlook what is happening to interns from different specialty backgrounds. This article describes centers that accept school psychology students, and examines the nature of the experiences that such students receive as interns. The author suggests implications for school psychology and the broader development of the internship in professional psychology.     

School psychology: Failure and promise

School psychology can offer the practitioner a multitude of opportunities to aid parents, teachers, and children in the educational process. Evidence of the contribution of school psychology to the educational enterprise can be found in the analysis of activities of school psychologists as well as program trainers. This is an account of one such odyssey. Observing that school psychology is showing signs of strain and stress, the author describes some of the issues facing the field and warns of consequences of lack of consensus in solving the many problems of school support services.     

School psychology in Lebanon

The purpose of this report is to review the status of school psychology in Lebanon. Information regarding the Lebanese system of education, school psychology services, administration, training facilities, school psychology's contributions to the society, and the problems that is faces is presented, as well as a plan for future development of the field.     

School psychology in the Republic of Ireland

This report considers the practice of school psychology in the Republic of Ireland. Information about the system of education, scope of school psychology services, administration, and training programs of school counseling is presented. A detailed account of the problems that the profession faces as well as the expected future developments are discussed.