Succeeding in Graduate School: The Career Guide for Psychology Students

By Steven Walfish; Allen K. Hess | Go to book overview

OUTLOOK

As we move into the 21st century, schools are being viewed by many as the ideal setting within which a full spectrum of psychological and educational services can be provided to children, youth and their families.

In the past decade a significant consensus has emerged in both national ans state-level policy regarding children's health and mental needs and services calling for the integration of social, psychological, and health services, that is, “one stop shopping, ” in school-based or school-linked sites. This consensus reflects the opinion of over twenty-five major reports from diverse public and private sources, … documenting the interrelatedness of children's health status and their educational experiences, and the need for customer-oriented, accessible services to children and their families. (Carlson, Paavola, & Talley, 1995, p. 184)

It is our prediction that these trends are going to continue and, in fact, accelerate. Training to function as a psychologist within school and educational environments is going to become more and more central to the professional practice of more and more psychologists. Shifts in service delivery models and training programs will be necessary if the field of psychology is to accommodate these changes in the ecology of contemporary service provision.


REFERENCES

American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders (4th ed.). Washington, DC: Author.

American Psychological Association. (1995). School health: Psychology's role. Washington, DC: Author.

Andrews, T. J., Wisniewski, J. J., & Mulick, J. A. (1997). Variables influencing teachers' decisions to refer children for school psychological assessment services. Psychology in the Schools, 34, 239–244.

Apter, S. J., & Conoley, J. C. (1984). Childhood behavior disorders and emotional disturbance: An introduction to teaching troubled children. Englewood Cliffs, NJ: Prentice Hall.

Batsche, G. M. (1997). Bullying. In G. G. Bear, K. M. Minke, & A. Thomas (Eds.), Children's needs II: Development, problems and alternatives (pp. 171–179). Bethesda, MD: National Association of School Psychologists.

Bear, G. G., Minke, K. M., & Thomas, A. (Eds.). (1997). Children's needs II: Development, problems, and alternatives. Bethesda, MD: National Association of School Psychologists.

Carlson, C., Paavola, J., & Talley, R. (1995). Historical, current, and future models of schools as health care delivery settings. School Psychology Quarterly, 10, 184–202.

Curtis, M. J., & Zins, J. E. (1989). Trends in training and accreditation. School Psychology Review, 18, 182–192.

Deno, S. (1975). Brad and Ms. E.: A consulting problem in which student behavior change is the focus. In C. A. Parker (Ed.), Psychological consultation: Helping teachers meet special needs (pp. 11–16). Reston, VA: Council for Exceptional Children.

Fagan, T. K. (1993). Separate but equal: School psychology's search for organizational identity. Journal of School Psychology, 31, 3–90.

Gottlieb, J., Gottlieb, B. W., & Trongone, S. (1991). Parent and teacher referrals for a psychoeducational evaluation. Journal of Special Education, 25, 155–167.

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