Conceptual foundations for school psychology: Perspectives from the development of the school psychology program at Berkeley.

Describes the Berkeley School Psychology Program, instituted in 1965 to prepare doctoral level school psychologists in the cognitive, social, and behavioral sciences and to be skilled in applying this knowledge to educational programs for children and youths. Grounded in a scientific basis for practice and trained in developing applications of this knowledge base to direct and indirect services for children and youths, the school psychologist promotes individual effectiveness and prevents educational failure. The medium through which the school psychologist's knowledge is translated into action by the educators who are responsible for educational programs is school-based consultation. An overview of the history of the program from its inception to the present is provided, and challenges for program and professional development for the remainder of the century are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of graduate training programs in school psychology.

Surveyed 112 graduate programs in school psychology during the 1969-1970 academic year. Comparison with data obtained from 1967-1969 shows that the number of training programs in school psycholgy increased by about 29%, the student population doubled, and the number of graduates tripled. Training standards improved, as evidenced by increases in (a) the number of credit-hours required for the master's degree, (b) the percentage of intermediate degrees offered, and (c) the proportion of students in post-master's-degree programs. Changes since 1970 which will effect future trends are briefly outlined (e.g., financial crises within institutions). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teaching psychology to grade school children: The Mini-University program.

The Mini-University program, which introduces Canadian school children (aged 10–16 yrs) to academic and sports/recreational activities during the summer session, is discussed in terms of its value. Specifically, the program is viewed as an opportunity for fostering an understanding of the discipline of psychology. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics and perceptions of beginning doctoral students in school psychology.

A national sample of 251 1st- and 2nd-yr doctoral students in school psychology responded to a questionnaire measuring demographic characteristics, preferences among applied specialties in professional psychology, graduate program applications, anticipated internship setting, preferred client population, personal interests, professional goals, and satisfaction with current training. Survey responses showed a clear preference for working directly with children and adolescents following graduation, a high degree of correspondence between training program emphases and student interests and goals, and a moderate degree of student satisfaction with training experiences. Results are interpreted with respect to training trends and standards in school psychology, the relationship between school and clinical psychology, satisfaction of students in clinical and counseling psychology programs, and methodology limitations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Counseling psychology training directors: Responsibilities and benefits.

Reports the responses of 30 directors of accredited counseling psychology (CP) programs to a survey of (1) the duties and benefits of CP training directors, and the (2) duties and benefit differences for directors housed in schools/colleges of education vs departments of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychoanalysis and school psychology.

Explores the history of the interface between psychoanalysis and education. What started out as a cordial relationship early in the history of psychoanalysis turned sour as each field became more entrenched in its own function. Whereas school psychologists interpreted children's difficulties from a cognitive point of view, psychoanalysts interpreted from an affective point of view. By the late 1980s some change began to occur. School psychologists have begun to broaden their strictly cognitive point of view, and psychoanalysts have turned their attention to education. The author elaborates on this rapprochement. The case of a 36-yr-old woman for whom schooling issues had been important conflicts in her life is presented as an example of how the understanding of educational processes can enrich the psychoanalyst's understanding. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Bilevel training in school psychology: Interlocking degrees for program accreditation.

Multiple standards exist for the accreditation of training programs in school psychology: American Psychological Association's standards apply to doctoral programs and National Association of School Psychologists/National Council for Accreditation of Teacher Education's standards apply to doctoral and specialist programs for professional school personnel. Program accreditation by these associations is designed to assure the quality of professional preparation. However, the multiple standards for accreditation seriously challenge programs to accommodate requirements for content, breadth, and depth of professional preparation. The problem is compounded for training programs offering bilevel training. An interlocking relationship between training levels is proposed as one approach compatible with both the generic and specific criteria of the several associations accrediting school psychology programs. The design of a training program that integrates specialist and doctoral-level preparation is analyzed, using multiple criteria of the major accrediting associations to determine advantages and disadvantages of this approach. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The doctoral program in school psychology at the University of South Carolina.

Traces the development of the doctoral program in school psychology at the University of South Carolina from its historical origins to the present. The program is built on the scientist-practitioner model, with broad training in both scientific and professional psychology. The program model is evaluated, and possible future directions in training are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mainstreaming psychology of women with school psychology.

With the resurgence of the women's movement in the late 1960s, a new scholarly field, the psychology of women, developed within psychology. Scholarship on women continues today both as a separate area of investigation and study and as an area integrated into mainstream American psychology. Although this effort has been ongoing within psychology, school psychology has focused relatively little on women's issues and on issues of sex and gender. This is surprising given the many women in the field of school psychology and in the schools. Thus, the purpose of this special issue is to begin a process of enrichment, much as other psychology fields have already been enriched, by mainstreaming the psychology of women with school psychology. Three articles and a discussion are presented in the miniseries. Each of the authors explores a different topic relevant to women and school psychology and includes a literature review as well as discussion of the salience of the literature to professional school psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perspectives of psychology training clinics from training and clinic directors.

139 directors of clinical training (DCTs) and training clinic directors (TCDs) completed a survey concerning their views of the roles of the training center and its director and the relationship between DCTs and TCDs. There was a high degree of consensus concerning the importance of psychology training clinics, their functions, who should be trained and served, and the type of training provided. Ss agreed that student clinical training was more important than research and community service and that students should be provided with training in assessment and prevention as well as treatment. Most stated that the training clinic should operate on the basis of a mental health clinic model rather than as a community psychology model. Although there was also high agreement on the qualifications and responsibilities of the director, differences between the 2 groups emerged with respect to the relative control of the clinic by DCTs and TCDs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professionalism within school psychology.

Seven attributes of professionalism are examined in light of school psychology: a profession's activities, self-regulation, professional preparation programs, socialization, status, rewards and recognition, and professional practice within organizations. More programs may be needed at the doctoral level. National organizations should become more involved at the state and regional levels. Professional status and identity are affected by esoteric knowledge, difficulty in obtaining an education, the centrality of school psychology within education and psychology, client qualities, and low salaries. Psychological services should be institutionalized in schools. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's sleep and school psychology practice.

Much contemporary research has demonstrated the multiple ways that sleep is important for child and adolescent development. This article reviews that research with an emphasis on how sleep parameters are related to school adjustment and achievement. Five areas of sleep research are reviewed to discern implications for practice with children using an evaluation rubric of strong, moderate, and weak evidence. The research has implications for assessment of sleep and sleepiness in the schools, for primary and secondary prevention activities, and for interventions by school psychologists targeting children and adolescents with sleep problems that affect their school functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conceptualizing cross-cultural school psychology competencies.

This Delphi study was designed to identify essential cross-cultural competencies for school psychologists. The investigation extends the results of the Rogers and Lopez (in press) Delphi study by using a distinct panel of experts, different instrumentation, and a modified process to identify cross-cultural competencies for school psychologists. The term cross-cultural is defined broadly and refers to racially, ethnically, culturally and linguistically diverse clients from African American, Asian American, Hispanic, Native American and Pacific Islander backgrounds in addition to individuals with diverse handicaps, sexual orientations, economic status, religious backgrounds, and gender. In this study, the investigators used the Delphi technique to poll the opinions of 11 experts in cross-cultural school psychology using an open-ended questionnaire. The panelists reached high levels of agreement in identifying 89 essential cross-cultural competencies. The competencies reflect a wide range of knowledge and skills for school psychologists working in broad ranging capacities with students with cross-cultural backgrounds. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Ethics training in school psychology.

Outlines topics and methods in ethical issues that can be integrated into ethics training in professional school psychology programs. These topics include professional ethical codes and regulatory schema, basic philosophical foundations of ethical principles, and models of ethical decision making. Teaching methods and processes are discussed, including teaching and modeling, practicum-based processes, and seminars in ethics. Suggestions for future training in ethics include evaluation of models of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Educational development as school psychology.

Four elements of school psychology practice are identified: level of functioning, professional activity, developmental level of students served by the educational system, and the immediate client. A broader view of school psychology is presented, which has room for new professional roles and expansion of psychological services to a variety of educational settings, including the university. (13 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Toward a focus on positive psychology in school psychology.

Introduces this special issue of School Psychology Quarterly and summarizes the articles contained in this issue. The major purposes of this special issue are twofold. One purpose is to illustrate that some of the various threads of positive psychology research related to children and youth, particularly focusing on the area of positive subjective experience (or subjective well-being: SWB). The second purpose is to underscore the importance of understanding the interrelationships of SWB of children and youth, and their various environmental contexts. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

A 15-yr follow-up study of graduates of a master's degree program in school psychology.

Of 1,020 persons graduated from a city college program in 1960–1975, 316 returned completed questionnaires. The data suggest that the status of men and women was similar, with women more satisfied than men with their specialty. Though a higher percentage of men were employed in university settings, more women were engaged in school psychology. Ss were found to be a versatile, professionally active, and highly satisfied group. 31% of the men and 14% of the women had obtained a doctoral degree. (6 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Development of a correctional-clinical psychology program.

Describes the development of a graduate training program in correctional-clinical psychology at the University of Alabama. Since 1971, the Department of Psychology has combined academic instruction, field consultation, research, and social activism in this program. An organizational component within the department, the Center for Correctional Psychology, has served the primary coordination role and has been the primary training vehicle. The center's involvement includes not only correctional settings and offenders, but also hospitals, patients, law enforcement systems, police, and courts. Major areas of activity are briefly described, including consultation with criminal justice agencies, the training of criminal justice personnel, provision for a clearinghouse for correctional information, and the preparation and presentation of expert testimony in court. (4 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)