psychology_Sons_(2003)

CHAPTER 20

School Psychology

THOMAS K. FAGAN

413

WHAT IS SCHOOL PSYCHOLOGY? 413
Demographic Descriptions 413
Training and Credentialing 413
Employment Characteristics and Services 414
Historical Periods Defined 414
THE HYBRID YEARS 414
Factors Contributing to the Origins of Practice 414
Professional Developments (1890–1920) 417
Emergence of School Psychology as a Distinct Field
(1920–1940) 418
Emerging Symbols of Professionalization
(1940–1970) 420

THE THOROUGHBRED YEARS (1970–PRESENT) 422

Organizational Development 423

Literary Development 424

Training Development 424

Credentialing Development 425

Practice Characteristics 425

Overview 426

A COMMENT ON THE FUTURE 426

ADDITIONAL RESOURCES 427

REFERENCES 428

WHAT IS SCHOOL PSYCHOLOGY?

School psychology is an applied psychology specialty that
blends the knowledge bases of education and psychology into
a professional practice that delivers services to clients of vari-
ous ages, primarily those of school age (preschool to college),
in a variety of settings, primarily public and private elemen-
tary and secondary schools. School psychology can be further
defined along several dimensions, including professional as-
sociation definitions, demographics, training, credentialing,
employment characteristics, and services. A career publica-
tion states that “school psychologists work directly with pub-
lic and private schools. They assess and counsel students,
consult with parents and school staff, and conduct behavioral
intervention when appropriate” (American Psychological
Association, 1998, p. 7). The Division of School Psychology
(Division 16) within the American Psychological Association
(APA) describes itself as composed of scientist-practitioner
psychologists whose major professional interests lie with
children, families, and the schooling process. The National
Association of School Psychologists (NASP) describes school
psychologists as members of a team with educators, parents,
and other mental health professionals who seek to ensure that
children learn in safe, healthy, and supportive environments.
A broad definition of school psychology appears in the Peti-
tion for Reaffirmation (1997).

Demographic Descriptions

Estimates are that there are at least 30,000 school psycholo-

gists in the United States, perhaps constituting one-third

of all school psychologists on earth (Oakland, 2000). Prac-

titioners in the field are approximately 70% female, pre-

dominantly Caucasian (at least 90%), have a median age of

about 41 to 45 years, and have a median of 11 to 15 years

of experience. School-based practitioners work within a

psychologist-to-schoolchildren ratio of 1 to 1,800–2,000.

Training and Credentialing

Practitioners are prepared in more than 200 graduate-level

school psychology programs. The programs are accredited by

one or more of the following agencies: the APA (doctoral pro-

grams only) and the National Council for Accreditation of

Teacher Education (NCATE; master’s, specialist, and doctoral

programs), and they are approved by state departments of edu-

cation. Programs exist in departments of psychology in colleges

of arts and sciences as well as various departments within

colleges of education (e.g., departments of special education, ed-

ucational psychology). At least two-thirds of all school psy-

chologists hold a specialist degree (EdS) or its equivalent

(master’s degree plus 30 semester hours) or a higher degree; ap-

proximately 20% to 25% hold a doctoral degree (EdD, PhD,

PsyD). Specialist-level programs typically require 60 to 70