A survey of psychologists serving secondary schools.

Surveyed 300 randomly selected districts serving students in all or some of Grades 7–22. Complete responses were received from 106 school districts (35%). Results indicate that a significant proportion of secondary schools did not provide psychological services. In districts where psychologists were employed, the psychologists reported involvement in a wide range of services and relatively low percentages of time devoted to direct individual assessment. Respondents are described in terms of administrative relationships, level of training, major areas of training, time spent in secondary schools, and time spent per week on a variety of tasks. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Integrated psychological services in the Greeley-Evans public schools.

Integrated school psychological services were implemented 12 years ago in the Greeley-Evans Public Schools by combining the positions of school psychologist and school social worker and placing each professional in an elementary school full-time. After 5 years, services were expanded to secondary schools such that all schools had a full-time school psychologist. Using Bennett's (1988) model for the evaluation of alternative services to determine success in meeting stated goals, a number of positive outcomes were achieved. A time-use survey indicated increased involvement with a variety of interventions for school psychologists. The results of a consumer satisfaction questionnaire given to teachers, administrators, and support personnel also suggested positive perceptions of the new role. Additionally, placement of students with significant emotional disturbance decreased over this time period relative to a 34% student enrollment increase. It is hoped that the long-term implementation of an alternative school psychological services model such as this one will encourage others to enact ecologically responsive services relative to their unique systems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Formalized psychological services in state education programs.

In recent years "state regulations have played a major part in determining the nature of local school requirements" for psychologists. States having formally legislated provisions for school psychologists, states formally recognizing qualifications of school psychologists, professional training requirements for different levels of persons rendering psychological service in schools, and required supervised practicum or internship experience are discussed. The certification of school psychologists as teachers, the renewal of certification of school psychologists, the kinds of psychological services provided or used, the apparent absence of a sensitivity to a need for school psychological services, and the various titles by which psychologists are designated in school law or official statements are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools—professional issues for the future: How are rank and tenure associated with productivity and satisfaction?

The authors surveyed a random sample of 293 psychologists employed as faculty members in medical schools to evaluate professional activities, academic productivity, and work satisfaction. A relatively high response rate (62%) was obtained. Medical school psychologists devoted significant amounts of time to clinical service (30%) and research (34%). Overall satisfaction was relatively high, and participants expressed substantial enthusiasm regarding the future of psychology in medical schools. When differences were examined by tenure track and academic rank, psychologists on the tenure track and full professors displayed the highest levels of productivity and satisfaction. This pattern continued when medical school psychologists ranked their satisfaction in relation to physician colleagues and faculty in university departments of psychology. Results are discussed within the context of the rapidly evolving health care delivery system and the future of psychologists in medical schools. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' perceptions of school psychology: A comparison of regular and special education teacher ratings.

A total of 1533 regular education and special education teachers from eight school districts in four states rated their knowledge of and satisfaction with school psychological services. Perceived helpfulness of psychological services to teachers and children was also assessed. Finally, both groups rated their perceptions of school psychologists' roles versus school counselor roles. Regular education teachers, compared to special education teachers, reported less knowledge of school psychology, perceived school psychologists as less helpful to teachers, and reported lower satisfaction with school psychology services. These reports may have been influenced by the amount of contact each teacher had with school psychologists. Both teacher groups had a limited understanding of the broad roles and functions of school psychologists, and both groups viewed school counselors as delivering more services than school psychologists. Implications of these findings with regard to school psychology reform efforts are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicing school psychologists: Their characteristics, activities, and populations served.

Administered the National School Psychology Questionnaire, which was developed for the present study, to a nationwide, random sample of 877 school psychologists. The measure was designed to assess demographic characteristics, actual and desired activities, and actual and desired amount of time spent with various student groups. Results indicate that the majority of time was spent in assessment (54%), followed by intervention (23%), consultation (19%), and research (1%). A reduction in assessment and increases in intervention, consultation, and research were desired. Ss devoted 84% of their time to exceptional students, whereas they wanted to spend more time with the general school population and less time with learning disabled and mentally retarded students. A regional analysis indicated a more clinical approach to school psychology in the northeastern US and a more assessment-oriented approach in the Southeast. Ss in schools with a student ratio of less than 1:1,500 devoted more time to intervention and less time to assessment than did Ss in schools where the student-to-psychologist ratio was higher. It is noted that, despite the documented desire by school psychologists to alter their roles and functions, few changes in recent practices have occurred. (11 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Our Katrina experience: Providing mental health services in Concordia Parish, Louisiana.

Responding to the call for psychologists to serve Louisiana and the Gulf Coast after Hurricane Katrina, 2 school psychologists spent almost 2 weeks in central Louisiana in early September 2005. They were located in a rural area and provided mental health services to evacuees from Hurricane Katrina in a number of small shelters, an RV park, and the schools. This article describes their experiences as mental health volunteers and the impact those experiences had on their professional and personal lives. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

School psychology practice: Organizational barriers to professional attainment.

Examined the organizational constraints to practitioner functioning that confront school psychologists. The results of a survey of 130 school psychologists show that Ss (a) spent more time testing than consulting; (b) spent their time performing many activities, such as consultation and counseling, for small amounts of time; and (c) wanted to do more consulting work, in-service training, and research. However, Ss reported significant support from other school staff members to perform duties other than testing. Ways of building on such support to enable the school psychologist to engage in these new roles are discussed. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

State vocational agency practices in the purchase of psychological services.

Reports findings of a national survey on the use of psychological services for rehabilitation programs of the socially handicapped (e.g., alcoholics). 44 state vocational agencies responded to the mailed questionnaire. It was found that agencies varied greatly in (a) standards and methods of selection, qualification, and performance of psychologists; and (b) estimated figures of monies spent, clients referred, and psychologists utilized. Inconclusive data were obtained on the way in which psychologists' reports influence rehabilitation decisions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Supporting children's mental health in schools: Teacher perceptions of needs, roles, and barriers.

There is a significant research to practice gap in the area of mental health practices and interventions in schools. Understanding the teacher perspective can provide important information about contextual influences that can be used to bridge the research to practice gap in school-based mental health practices. The purpose of this study was to examine teachers' perceptions of current mental health needs in their schools; their knowledge, skills, training experiences and training needs; their roles for supporting children's mental health; and barriers to supporting mental health needs in their school settings. Participants included 292 teachers from 5 school districts. Teachers reported viewing school psychologists as having a primary role in most aspects of mental health service delivery in the school including conducting screening and behavioral assessments, monitoring student progress, and referring children to school-based or community services. Teachers perceived themselves as having primary responsibility for implementing classroom-based behavioral interventions but believed school psychologists had a greater role in teaching social emotional lessons. Teachers also reported a global lack of experience and training for supporting children's mental health needs. Implications of the findings are discussed. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Preparing psychologists for evidence-based school practice: Lessons learned and challenges ahead.

The evidence-based practice (EBP) movement has the potential to significantly advance the quality of psychological and educational services provided by psychologists working in schools. Training psychologists in EBP has challenged the profession and caused faculty in graduate programs to reevaluate and retool professional training curricula and instructional practices. Four domains of challenges in graduate training are identified: (a) integrating the EBP knowledge base into the curriculum, (b) expanding models of research training, (c) expanding training in prevention science, and (d) expanding training in problem-solving consultation and school contextual issues. For each of these, the author discusses the range and scope of the challenge and possible solutions for advancing graduate training in psychology relevant to school practice. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Making decisions in planning for delivery of school psychological services.

Describes the multiattribute utility (MAUT) method, its application to planning for the delivery of school psychological services, and future directions for determining the usefulness of the approach. The MAUT method is a 10-step approach used by school psychologists that allows a planning situation to be structured by disaggregating the essential elements of the decision and discussing available program alternatives. Thus, the planning focus is narrowed to exact areas of agreement and disagreement among a decision-making unit such as a group of school psychologists. Examples are provided of dealing with handicapped children mainstreamed into regular schools and planning activities for socially maladjusted adolescents in a special day school. (10 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists in medical schools.

Describes the results of a survey conducted by the Committee on Psychology in Medical Schools for the Education and Training Board of the American Psychological Association, utilizing 84 reports from medical schools in 1967-1969 period. Psychology's growth in medical school has followed no standard pattern, but has developed in unique fashion at each school as a function of local constellations of factors. The great expansion of psychology in medical schools has occurred in the last 2 decades, but the period of rapid growth has now ended. While psychology is still most often based within the department of psychiatry, greater diversity of locations is found in schools where psychology was established more recently. Teaching is a major function of medical school psychologists. Their main teaching contribution is to medical education, but they are also involved at all levels of psychological education. Research, which covers the full range of psychological interests, and clinical services, which are beginning to reach out into the community, are the other main functions of medical school psychologists. The satisfactions found in the medical school as a professional environment relate to the vast array of clinical populations, research facilities, and disciplines available there. Dissatisfactions are primarily a result of inadequate recognition as an independent discipline. Overwhelmingly, medical school psychologists desire a more autonomous position for psychology, most often through the mechanism of an independent department of psychology. Other mechanisms recommended are the behavioral sciences department and the "single faculty model" in which 1 university department provides psychological training to all the schools of the university. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychologists’ sexual education and training in graduate school.

The current study explored the sex education and training that clinical and counselling psychologists receive during graduate school, practicum placements and internship. There were 162 psychologists who completed an Internet survey. Although nearly all participants had received some form of education related to sexuality during their graduate training, the depth and breadth of training was limited and was not related to how long clinicians had been practising. Modelling and feedback appeared to be underutilized as training methods. Participants reported more training related to sexual problems (e.g., sexual violence, sexual disorders) than healthy sexuality (e.g., contraception, STIs/STDs). Sexuality-specific training experiences but not participant characteristics (e.g., gender, religiosity) or cognitive-affective factors predicted the amount of sex therapy experience gained during graduate school. This suggests that training programs may be largely responsible for the (limited) amount of sex education and training received by students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Social reforms and the future of school practice: Implications for American psychology.

Social reforms in American education are setting the stage for a paradigm shift in our nation's schools. The convergence of education and health care reform and the movement in the human services arena toward service integration models provide an unprecedented opportunity to redefine psychological services related to schools for the next century. Whereas school psychological services historically have been linked to changes in special education legislation, social reforms in education and health care that emphasize educational achievement and whole-child development offer promise for expanding and enhancing the roles of psychologists whose practices relate to schools and children. This article explores the foundations for change and highlights critical areas in which psychological practice in the schools may develop in the 1990s and beyond. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and health.

This article traces the historical development of Canadian medicare and its significant influence on shaping not only the clinical services provided within Canada's public health care system but also its major impact on the nation's overall health research agenda. Particular emphasis is placed on how this has influenced the development and role of psychology in the public health care system. It is argued that all psychologists, whether their work is focused on the applied or experimental areas of the discipline, have much to offer Canadians across the entire health care spectrum. Nevertheless, psychological services in the public health care system, and particularly in hospitals, have mainly developed within and continue to be primarily focused around mental health. Services in nonmental health areas of health have been more limited, although their importance is well recognized. The current situation partly reflects the limited training in general health issues that clinical psychologists-in-training generally receive in many graduate school programs in Canada. However, it also reflects the overall influence of medicare on the development of Canada's health care system. Medicare has tended to focus the activities of Canada's health care system primarily on treating illness rather than on preventing it and/or maintaining health. Also, medicare has oriented Canada's health care system mainly toward delivering medical services rather than providing more comprehensive health services (e.g., the "medically necessary" criterion for funding). However, times are changing. The growing emphasis among health policymakers in Canada on illness prevention and health promotion (e.g., the creation of the federal government Public Health Agency of Canada in 2004) will significantly expand psychology's role across all areas of health. Psychology education and training programs are urged to seriously examine whether psychology practitioners and researchers are being adequately prepared at present for the much broader array of future interdisciplinary professional, research, and educational activities and responsibilities that will emerge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

La psychologie et la santé.

This article traces the historical development of Canadian medicare and its significant influence on shaping not only the clinical services provided within Canada's public health care system but also its major impact on the nation's overall health research agenda. Particular emphasis is placed on how this has influenced the development and role of psychology in the public health care system. It is argued that all psychologists, whether their work is focused on the applied or experimental areas of the discipline, have much to offer Canadians across the entire health care spectrum. Nevertheless, psychological services in the public health care system, and particularly in hospitals, have mainly developed within and continue to be primarily focused around mental health. Services in nonmental health areas of health have been more limited, although their importance is well recognized. The current situation partly reflects the limited training in general health issues that clinical psychologists-in-training generally receive in many graduate school programs in Canada. However, it also reflects the overall influence of medicare on the development of Canada's health care system. Medicare has tended to focus the activities of Canada's health care system primarily on treating illness rather than on preventing it and/or maintaining health. Also, medicare has oriented Canada's health care system mainly toward delivering medical services rather than providing more comprehensive health services (e.g., the "medically necessary" criterion for funding). However, times are changing. The growing emphasis among health policymakers in Canada on illness prevention and health promotion (e.g., the creation of the federal government Public Health Agency of Canada in 2004) will significantly expand psychology's role across all areas of health. Psychology education and training programs are urged to seriously examine whether psychology practitioners and researchers are being adequately prepared at present for the much broader array of future interdisciplinary professional, research, and educational activities and responsibilities that will emerge. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Divided No More: Psychology's Role in Integrated Health Care.

Health-care providers increasingly recognize the need to address behavioural and emotional influences on physical health in order to provide quality and cost-effective services. As behaviour change experts, psychologists can be critically important in new models of integrated care that focus on both physical and psychological health. However, to be effective, psychologists must be prepared to address the major issues facing health-care systems today and be willing to re-examine and modify current modes of education and practice. This article describes important trends affecting health care and the ways in which psychologists could contribute. Lastly, two psychologists involved in new models of integrated care describe their training and the challenges and rewards of their current activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Ethical and professional considerations in divorce and child custody cases.

The provision of psychological (e.g., psychotherapy, coparenting, mediation, collaborative divorce, child custody evaluation) services for families of divorce are growing specialties for many clinical and forensic psychologists. However, practice in domestic relations psychology, such as divorce and custody assessment and testimony, is a high-risk venture for incurring ethics complaints and law suits. The lead article and the three commentaries that follow enumerate the various roles practitioners might play, clarify how each role requires specific skill sets that may be outside one’s particular competence and necessitate additional training, describe how countertransferential issues arise, urge meticulous record keeping, discuss some of the subtleties of confidentiality and the releasing of information, describe how transparency in clarifying expectations leads to a lowering of contentiousness, and provide tips for divorce and forensic practice. The special challenges associated with psychologists being tempted to move beyond their role on a case and those of particularly high-risk situations (e.g., complaints of child abuse or domestic violence) are also discussed. Suggestions are offered to help psychologists better serve the public while taking steps to better inoculate themselves from complaints. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mothers' attitudes toward seeking help for their children from school and private psychologists.

What inhibits parents from seeking psychological help for their children? This study examined the attitudes of mothers of school-age children toward seeking psychological help from school psychological services and from private psychologists. Mothers express greater and more intense worries in relation to seeking help from school psychological services as compared to private psychologists. Hypothetical vignettes about a problematic child also showed that mothers prefer to refer both their own child and that of a friend to a private psychologist. Reducing the threat aroused by public sector psychologists should increase the utilization of psychological help for children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)