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NASP Communiqué, Vol. 36, #7
May 2008
President's Message
What’s In a Name
By Rhonda J. Armistead, NCSP
What’s in a name? Many school psychologists have considered this Shakespearean
question since the American Psychological Association, in the most recent draft
of its Model Act for State Licensure of Psychologists, proposed eliminating
the use of the title, “school psychologist,” by those credentialed
by state education agencies. APA’s previous recognition that the title
and school-based practice should be exempted from its licensure requirements
dates back to 1977 when its Standards for Providers of Psychological Services
included special provisions for school psychology. While the APA’s 1987
Model Licensure Act exempts both the title and practice of school psychology,
the proposed reversal of APA policy regarding the title begs that this question
be answered.
What are the reasons for maintaining the title, “school psychologist,”
for those practicing school psychology within educational settings? Specifically,
why do 77% of practitioners trained at the specialist level deserve the use
of the title? The answers are rooted in the history of NASP and comprise the
major tensions between NASP and APA. I see three compelling reasons to defend
the use of the title for school-based practitioners: an extensive system of
professional preparation and credentialing exists that is independent of boards
of psychology, a distinct career for school psychologists has emerged, and the
professional identity of nearly 40,000 school psychologists is at risk.
First, higher education, the public education system, and NASP have created
a national system of professional preparation and credentialing for school psychology.
The rapid growth of school psychology can be traced to the growth of credentialing
standards in states. In 1969, 80% of states had school psychology certification;
by 1988, they all did. Nearly three fourths of the states follow NASP standards
for credentialing and specialist level training has become the norm. Today,
238 school psychology programs grant a school psychology degree to approximately
2600 new professionals every year. Of the approximately 40,000 school psychologists,
almost 90% work in educational settings, and 25% hold the doctorate. They work
with a credential from state education departments and their title, “school
psychologist,” is codified in state credentialing procedures.
A second reason for retaining the title is that school psychology as a career
has prospered. Its extraordinary growth over the past forty years has surprised
many and confounded early predictions of its demise. Today, the demand for school
psychological services is greater than ever and the ratio of school psychologists
to students continues to improve, accounting, in part, for the current shortage
of practitioners. Our presence in the schools in such numbers has helped normalize
mental health services previously associated with stigma and embarrassment.
As a result of policy making, student advocacy, and being relevant to contemporary
needs, school psychology has become established within the framework and operation
of schools.
Working in schools has not been seen by many as especially prestigious. So
the growth of school psychology is a tribute to those who have valued their
role in the learning and schooling process and have continued to apply scientific
principles to these endeavors. To be recognized within the mainstream press
and popular culture is a new appreciation. For two consecutive years, “school
psychologist” has been listed in U.S. News and World Report’s Best
Careers report. The criteria used for this designation are instructive: job
satisfaction, difficulty of required training, prestige, and job market outlook.
In March 2008, Best Careers was modified to identify the top 31 careers with
a bright future. School psychologist made this list, too.
Finally, and perhaps most important to this discussion is our professional
identity. The title, “school psychologist,” accurately describes
our graduate training, our affiliation, our scientific knowledge base, and our
competence. Our professional identity is multidimensional, yet derived from
a common DNA that thousands of leaders, scientists, trainers, and practitioners
have mapped over 4 decades. School psychology is rooted in, and inextricably
linked to, American psychology, but it has developed independently of most APA
policies. NASP’s development of professional standards started in 1972
and has evolved over time to include a cohesive, rigorous set of standards for
training, field experience, accreditation, professional practices, and ethics.
This has resulted in substantially better prepared school psychologists than
those debated in 1977. Despite APA’s attempt to eliminate distinctions
between the requirements for practice within the private and public sectors,
the economic and political realities of public service, as well as the unmet
mental health needs of American children, have negated their wish that doctoral
education be a reality for all school psychologists.
“What’s in a name?” The Latin suffix, “ist” means
a person who is engaged in or believes in something. School psychologists are
the individuals who are engaged in and believe in the specialty of school psychology.
NASP appreciates that Division 16, Trainers of School Psychology, and the Council
of Directors of School Psychology Programs agree that maintaining our title and
practice serves the entire profession and the public interest. And in the long
run, serving the public interest is the smartest kind of self-interest.