Proposals for state department of education certification of school psychologists.

"School psychologists are dually oriented professionals who need to be well educated in both psychology and education… . The development of competencies needed by a fully qualified school psychologist requires at least the education represented by a doctoral degree or 3 years of graduate training." Suggested standards for full ceritfication and for provisional certification are outlined. The requirements for a certified psychological assistant are also specified. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Diagnostician, EdS, and PhD programs for school psychologists in Michigan: A correction and an addition.

Reports an error in "State Certification of School Psychologists" by Walter L. Hodges (American Psychologist, 1960[June], Vol 15, 346-349; see record 1961-02947-001). In Table 1 on page 347, for the University of Michigan, items are listed incorrectly. This article provides the corrections, and points out the rather effective compromise on the much debated problem of teacher certification and teaching experience. We believe that there are two good routes to becoming a school psychologist, one through psychology and the other through education, but course work is necessary in both. We now have a new academic degree, Specialist in Education (EdS), awarded by the Graduate School of the University of Michigan. This requires the completion of a carefully prepared program of studies leading to specific occupational opportunities. We do not refer to those who complete the diagnostician or EdS program as school psychologists, however they may be designated by employing institutions. We reserve this title for those who have completed the doctorate. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Job satisfaction among school psychologists: A meta-analysis.

Meta-analytic techniques were used to analyze data from a collection of school psychologist job satisfaction studies that were conducted between 1982 and 1999. Eight studies, all of which used the Modified Minnesota Satisfaction Questionnaire (m-MSQ) to measure job satisfaction among school psychologists, were included in the analysis. Two national studies and six state studies totaling 2,116 participants were analyzed. Results indicated that nearly 85% of school psychologists were satisfied or very satisfied with their jobs. School psychologists were most satisfied with their relationships with coworkers, the opportunity to stay busy on the job, the opportunity to work independently, and the opportunity to be of service to others. School psychologists were least satisfied with compensation, school policies and practices, and advancement. Findings were generally consistent between state and national studies, and between 1980s and 1990s studies. Results offered some evidence that overall job satisfaction may be related to state school psychology organization membership and to the opportunity to expand and influence the role of the school psychologist. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Certification of psychologists.

During the past year, in discussions of the question of certification of psychologists, I have found that many are not familiar with two important problems associated with the trend of certification of the whole title. One consequence of such certification is that an academic psychologist cannot consult as a psychologist for a fee in his own specialty, however remote from contact with individual patients, without being certified or without in some way circumventing the law. This is a restriction that does not exist for nuclear physicists, physiologists, chemists, or others in any academic area. It stands, as such, as a limitation on traditional academic privileges. A second consequence is that restriction of the whole title creates a situation in which misunderstandings arise with sister disciplines that share subject matter or titles. For example, sociologists have trained persons in and claim competence in social psychology. It is concluded that aside from the issues involved and whether or not there have indeed been blunders, the implication is that the profession would not want to change, right or wrong; it would not be possible to rouse any action that would imply an alteration rather than a compromise with the current situation. What is disturbing is that considering the self-conscious concern with ethics in psychology, this seems to be a rather cynical view of the profession. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive neuroscience: A field with increasing interest to school psychologists.

Reviews the book, Cognitive neuroscience: The biology of the mind by M. Gazzaniga, R. B. Ivry, and G. R. Mangun (1998). This excellent book on cognitive neuroscience provides an exposition of the key areas concerned in cognitive neuroscience for the advanced student in adult neuropsychology and/or biological psychiatry. The authors' aim to balance theory with neuropsychology utilizing neuroscientific evidence to support a theoretical basis is a major contribution of this text. In this book there has been a concerted effort to provide a theoretical basis for cognitive neuroscience in addition to a list of empirical evidence. Such an effort provides a backdrop for future research as well as linking various cognitive functions into an understandable whole. This volume provides an excellent overview of brain anatomy and function. The book is highly readable and provides excellent illustrations of complex material. The main weakness of this volume for school psychologists is the emphasis on adult disorders with no real discussion of the most common childhood disorders. Although the text assumes some familiarity with neuroanatomy, it is useful for practitioners who desire more up-to-date information in this exciting field. This volume would be an excellent textbook for courses in biological bases of behavior for doctoral-level school psychologists, provided there is accompanying information on child neuropsychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preparing school psychologists: Perspectives on program design and training goals.

Describes the miniseries found within the current issue of Professional School Psychology: "Preparing School Psychologists: Perspectives on Program Design and Training Goals." Each of the four articles chosen presents a thoughtful and informative analysis of issues related to the miniseries topic. The first article argues for training school psychologists as "data-based problem solvers." The second paper examines the training of ethical principles and behavior in school psychology. The third article explores both the demographics and professional attitudes that are expected to be the major influences upon future training practices in school psychology. The final article of the miniseries presents a rationale for developing training efforts based on the research and principles of behavioral psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Mobility for industrial-organizational and consulting psychologists.

This article addresses an important aspect of professional mobility: the need for industrial-organizational (I/O) and other psychologists who provide consultation to businesses and who are licensed in one jurisdiction to be able to practice for a short term in another. A growing number of these psychologists have national practices. Current laws and regulations, typically designed for clinicians providing direct mental health services, make such practice difficult. The article provides an analysis of state laws and regulations dealing with short-term cross-state practice and describes the challenges confronted by I/O and consulting psychologists in working across jurisdictional lines. Recommendations for rectifying this issue are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A note on the registration of psychologists in Canada.

In regards to psychologist certification laws, notes that six provinces in Canada have acts which provide for the registration of psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Michigan Certification of School Psychologists.

The letter entitled "A Correction and an Addition" appearing on page 84 of the February 1961 American Psychologist refers to an article appearing in the June 1960 American Psychologist entitled "State Certification of School Psychologists" (see record 1961-02947-001). It is suggested that "for the University of Michigan" Table 1 on page 347 of the article should be corrected. There are no entries in the table mentioned which refer to the University of Michigan. The data to which reference is made were obtained through correspondence with the officer responsible for certification in the Michigan State Department of Public Instruction and were certified to be correct by said officer as late as January 1960. The article clearly stated these facts. The fact that school psychologists trained at the University of Michigan are approved by the State Department of Public Instruction is perhaps indicative of the University of Michigan's leadership role in providing new approaches to the training of these professionals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Promoting emotional competence in children and adolescents: Implications for school psychologists.

This article articulates the central role school psychologists can play in enhancing the emotional competence of students. An overview of the theoretical basis of emotional competence is provided, as well as an exploration of the relevance of emotional competence for positive youth development. Emerging applications for the assessment of emotional competence are presented. In addition, school-based methods of enhancing emotional competence are offered. The article concludes with suggestions for future research on the development of child and adolescent emotional competence in the context of school-related behavior. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

The Composition of State Certification Boards.

Argues that although certification legislation has been largely the program of clinical psychologists, other practitioners--and particularly industrial psychologists--have become increasingly interested and involved in the problem. That industrial psychologists have not participated in certification or licensing until recently, in comparison with clinicians, is not surprising. The number of psychologists employed in industry was, until the postwar period, very small. Three decades ago there were barely two dozen full-time psychologists in industry. In spite of this history, however, industrial--and other--psychologists have already attained a significant and somewhat proportionate degree of representation in the administration of such legislation. To measure this participation, an analysis was made of the membership of existing certification and licensing boards. Data is presented that suggest that while industrial psychologists (and other nonclinicians) have played only a secondary role so far in the area of certification, they may not have lagged too far behind in proportionate participation in the administration of certification and licensing programs. (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)     

Certification, licensing, and the movement of psychologists from state to state.

"The licensing or certification of psychologists… exists to protect the consumer from dangerous or inferior commodities. As an alternative to legislation creating certifying and licensing laws, some states have established nonstatuatory certifying boards." Generally these boards are corporations. A table titled "Some Characteristics of Psychology Laws" lists 26 states and 4 Canadian provinces, the coverage of each law, education requirements, experience requirements, whether examinations are mandatory, whether there is reciprocity, and whether residence is required. A 2nd table titled "Some Characteristics of Nonstatuatory Psychology Provisions" incorporates information under the same major headings. "A study of the laws indicates that with few exceptions the doctorate is required after the initial grand fathering." 2 or more years of experience are required in the majority of states. "An overwhelming majority of statutes requires an examination. Most of the laws cover the use of the title 'Psychologist' and restrict the use of the title to those who hold themselves out to the public as psychologists and request a fee for their services." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sense of community among school psychologists on an Internet site.

A major challenge confronting psychologists is finding relevant professional development experiences. An Internet-based professional community is one approach to meeting this challenge. The authors investigated the development of such a professional community among school psychologists. Results from behavioral measures and questionnaires reflected a moderate to strong sense of community among the participants. The single best predictor of sense of community was the participants' perceptions that the Internet site enhanced their professional development. On-line participation and social support also related to sense of community. Results suggest that the Internet is a promising medium for the development of professional communities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Graduate education of Negro psychologists.

The "Council on Psychological Resources in the South was impressed with the dearth of psychologists in the South, particularly Negro psychologists" and appointed a committee "… to study the facts in this regard and to make recommendations for pertinent action." Fifty-six (98.2%) of fifty-seven graduate departments of psychology surveyed answered questionnaires concerning Negro psychologists receiving graduate degrees and the undergraduate origin of these students. "Negro personnel in psychology come in considerable proportion (one-third) from Negro undergraduate schools in the South." "In the process of bridging the gap between inadequate undergraduate training and high level graduate work, Howard University is making an exceptional contribution toward training in scientific and professional psychology." (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)     

Why Teacher Certification for School Psychologists?

In 1954 the Thayer Conference took a look at school psychology and attempted to give better definition to its functions, levels, and training. Many issues could not be completely settled and still remain as controversies; but, in universities where special training is being carried on, it becomes necessary to take a stand on some of these issues. The present statement will attempt to take a position on one aspect of the problem: namely, the matter of requiring teacher certification for school psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Classifications and salaries of psychologists in state mental hospital systems.

Afour-and-a-half page table summarizes job classifications and salaries of psychologists in the state mental hospital systems of 42 states. The data were acquired by means of a 3-page questionnaire directed to the various mental hospital authorities. "Although functions within state systems vary, indications are that the psychologist continues to find his role in this facet of public service administratively defined as one in which psychodiagnostic skills are primary." Noteworthy, however, "was the extent to which active involvement of the psychologist was also anticipated in the treatment process, research, and teaching of other institutional personnel." 2 states "specified that candidates for their top level positions must possess an ABEPP diploma, and two more expressed the desirability for such… . Twenty-five… states evidenced some enhancement of salary in the form of maintenance or residential perquisites." Major headings in the table refer to: state, job title, educational requirement, professional experience, annual salary, and residential perquisites. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Productive psychologists.

Frequency of citation is suggested "… as an instrument for facilitating the assessment of the influence of a psychologist and of identifying his most influential work." (PsycINFO Database Record (c) 2010 APA, all rights reserved)