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.     

Systems analysis and school psychology

Traditionally the activities of professionals supplying mental health services to schools have been guided by a medical model which stressed intrapsychic dysfunction. This model is contrasted with an ecological orientation utilizing a systems approach for preventing or alleviating problems. The case history method is used to demonstrate how school psychologists actually perform within this model and to illustrate some of the general characteristics of the ecological approach; it also demonstrates how teacher consultation, family therapy, and student role-playing are organized into a meaningful and unified strategy directed at helping a child in trouble.     

Judgment theory and school psychology

This article reviews criticism of research on judgmental biases in cognitive psychology and suggests caution in applying the findings of this research to research in school psychology. Additionally, it provides suggestions regarding the potential of theory in cognitive psychology to reconcile discrepant findings in selected research on special education decision making.     

Graduate training in school psychology

A survey was conducted in spring of 1975 to elicit factual information concerning organizational characteristics and training emphases of the school psychology training programs in the United States and Canada. Ninety-nine training institutions responded. The result indicated a rapid growth of graduate education programs in school psychology in the past 10 years. Faculty shortage constituted a major problem in many training institutions. Overall, the school psychology programs placed strongest emphases on assessment, consultation, and other active intervention techniques in their training content. Significant differences in training emphases were found between doctoral and subdoctoral programs.     

The emerging role of school psychology

This report relates personal experiences as they influenced the emerging role of the school psychologist, especially in Pennsylvania and Indiana from 1930 to 1970.