School psychology - Wikipedia. School psychology is a field that applies principles of educational psychology, developmental psychology, clinical psychology, community psychology, and applied behavior analysis to meet children's and adolescents' behavioral health and learning needs in a collaborative manner with educators and parents.
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School psychologists are educated in psychology, child and adolescent development, child and adolescent psychopathology, education, family and parenting practices, learning theories, and personality theories. They are knowledgeable about effective instruction and effective schools.
They are trained to carry out psychological testing and psychoeducational assessment, counseling, and consultation, and in the ethical, legal and administrative codes of their profession. Historical foundations. The field is tied to both functional and clinical psychology. School psychology actually came out of functional psychology. School psychologists were interested in childhood behaviors, learning processes, and dysfunction with life or in the brain itself.
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They wanted to understand the causes of the behaviors and their effects on learning. In addition to its origins in functional psychology, school psychology is also the earliest example of clinical psychology, beginning around 1.
While both clinical and school psychologists wanted to help improve the lives of children, they approached it in different ways. School psychologists were concerned with school learning and childhood behavioral problems, which largely contrasts the mental health focus of clinical psychologists. Another significant event in the foundation of school psychology as it is today was the Thayer Conference. The Thayer Conference was first held in August 1.
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West Point, New York in Hotel Thayer. The 9 day- long conference was conducted by the American Psychological Association (APA). At the conference, forty- eight participants that represented practitioners and trainers of school psychologists discussed the roles and functions of a school psychologist and the most appropriate way to train them.
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The agreed upon definition stated that school psychologists were psychologists who specialize in education and have specific knowledge of assessment and learning of all children. School psychologists use this knowledge to assist school personnel in enriching the lives of all children.
This knowledge is also used to help identify and work with children with exceptional needs. A school psychologist is also expected to better the lives of all children in the school; therefore, it was determined that school psychologists should be advisors in the planning and implementation of school curriculum. It was also decided that a practicum experience be required to help facilitate experiential knowledge within the field. Before the Thayer Conference defined school psychology, practitioners used seventy- five different professional titles. Since a consensus was reached regarding the standards of training and major functions of a school psychologist, the public can now be assured that all school psychologists are receiving adequate information and training to become a practitioner. It is essential that school psychologists meet the same qualifications and receive appropriate training nationwide.
These essential standards were first addressed at the Thayer Conference. At the Thayer Conference some participants felt that in order to hold the title of a school psychologist an individual must have earned a doctoral degree.
That is an issue that is still debated today and is the primary difference between the National Association of School Psychologists (NASP) and the American Psychological Association (APA). APA only recognizes doctoral degrees where as NASP approves school psychology specialist and doctoral programs that meet their standards. Social reform in the early 1.
- School Psychology Degree Career Guide. School psychology is a specialty recognized by the American Psychological Association (APA), that is focused on the science and practice of psychology in the schooling process, including.
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It was due to these social reforms that the need for school psychologists emerged. These social reforms included compulsory schooling, juvenile courts, child labor laws as well as a growth of institutions serving children.
Society was starting to . Historian Thomas Fagan argues that the preeminent force behind the need for school psychology was compulsory schooling laws. Prior to the compulsory schooling law, only 2. Due to the compulsory schooling laws, there was an influx of students with mental and physical defects who were required by law to be in school.
There needed to be an alternative method of teaching for these different children. Between 1. 91. 0 and 1. From the emergence of special education classrooms came the need for . Thus, school psychology was founded.
Witmer was a student of both Wilhelm Wundt and James Mckeen Cattell. While Wundt believed that psychology should deal with the average or typical performance, Cattell's teachings emphasized individual differences. Witmer followed Cattell's teachings and focused on learning about each individual child's needs.
Witmer opened the first psychological and child guidance clinic in 1. University of Pennsylvania. Witmer's goal was to prepare psychologists to help educators solve children's learning problems, specifically those with individual differences.
Witmer became an advocate for these special children. He was not focused on their deficits per se, but rather helping them overcome them, by looking at the individual's positive progress rather than all they still could not achieve. Witmer stated that his clinic helped . He strongly believed that active clinical interventions could help to improve the lives of the individual children.
Since Witmer saw much success through his clinic, he saw the need for more experts to help these individuals. Witmer argued for special training for the experts working with exceptional children in special educational classrooms. The IQ testing movement was sweeping through the world of education after its creation in 1.
However, the IQ test negatively influenced special education. The IQ test creators, Lewis Terman and Henry Goddard, held a nativist view of intelligence, believing that intelligence was inherited and difficult if not impossible to modify in any meaningful way through education. These notions were often used as a basis for excluding children with disabilities from the public schools. Witmer argued against the standard pencil and paper IQ and Binet type tests in order to help select children for special education. Witmer's child selection process included observations and having children perform certain mental tasks. Granville Stanley Hall. Rather than looking at the individual child as Witmer did, Hall focused more on the administrators, teachers and parents of exceptional children He felt that psychology could make a contribution to the administrator system level of the application of school psychology.
Hall created the child study movement, which helped to invent the concept of the . Through Hall's child study, he helped to work out the mappings of child development and focused on the nature and nurture debate of an individual's deficit.
Hall's main focus of the movement was still the exceptional child despite the fact that he worked with atypical children. Arnold Gesell. He successfully combined psychology and education by evaluating children and making recommendations for special teaching.
Arnold Gesell paved the way for future school psychologists. Gertrude Hildreth.
She authored many books including the first book pertaining to school psychology titled, . The main focus of the book was on applied educational psychology to improve learning outcomes. Hildreth listed 1. Hildreth emphasized the importance of collaboration with parents and teachers.
She is also known for her development of the Metropolitan Readiness Tests and for her contribution to the Metropolitan Achievement test. She wrote approximately 2. Education. In the past, a master's degree was considered the standard for practice in schools, but the National Association of School Psychologists currently recognizes the 6. Specialist degree as the most appropriate level of training needed for entry- level school- based practice. According to the NASP Research Committee (NASP Research Committee, 2.
Specialist (Ed. S. School psychology programs require courses, practica, and internships that cover the domains of: Data- based decision- making and accountability; Consultation and collaboration; Effective instruction and development of cognitive/academic skills; Socialization and development of life skills; Student diversity in development and learning; School and systems organization, policy development, and climate; Prevention, crisis intervention, and mental health; Home / school / community collaboration; Research and program evaluation; School psychology practice and development; and. Information technology Standards for Training and Field Placement, 2. Specialist- level training typically requires 3.
Doctoral- level training programs typically require 5. Doctoral level training differs from specialist- level training in that it requires students to take more coursework in core psychology and professional psychology. In addition, doctoral programs typically require students to learn more advanced statistics, to be involved in research endeavors, and to complete a doctoral dissertation constituting original research. Doctoral training programs may be approved by NASP and/or accredited by the American Psychological Association. In 2. 00. 7, approximately 1. NASP, and 5. 8 programs were accredited by APA. Another 1. 1 APA- accredited programs were combined (clinical/counseling/school, clinical/school, or counseling/school) programs (American Psychological Association, 2.
In the UK, the similar practice and study of School Psychology is more often termed Educational Psychology and requires a doctorate (in Educational Psychology) which then enables individuals to register and subsequently practice as a licensed educational psychologist. School psychology services.