NASP Communiqué, Vol. 38, #2
October 2009
President's Message
What is a School Psychologist?
Protecting and Promoting
Practice and Title
By Patti L. Harrison
The job title “school psychologist” appeared as early
as 1915, and the earliest state credentialing began in
the mid-1930s (Fagan & Wise, 2007). Professionals
in school psychology are credentialed in all states,
and 90% of states use the specific title of “school psychologis–”
in the state education agency credential. According to
current estimates, over 35,000 credentialed school psychologists
work in the United States with over 29,000 practicing in public
schools (Charvat, 2008). The Bureau of Labor Statistics of the
U.S. Department of Labor (2007) and U.S. News and World Report
(Nemko, 2008) identified critical functions of school psychologists
and a strong job outlook.
A priority initiative for NASP in 2009–2010 is to equip school
psychologists to protect and promote practice and title. NASP has an essential
voice at the national level and assists school psychologists
at the state and local levels in advocating for their services and
title. One of NASP’s most valuable resources is our standards for
graduate preparation, credentialing, ethics, and practice. As major
policy documents of the association for defining school psychology
services and qualifications of school psychologists, the NASP
standards provide strong, clear positions about practice and title
for school psychologists. NASP’s current standards documents were approved in 2000, and a revision
of the documents for a 2010 adoption will be a major activity in the coming year. NASP standards
provide a unified set of national principles to guide professional practices, ethical behavior, graduate
education, and credentialing of school psychologists.
Another comprehensive activity for NASP in 2009–2010 will be responding to potential threats
to practice and title. NASP will advance our advocacy tools related to potential state impacts from
proposed revisions to APA’s Model Act for State Licensure of Psychologists and possible removal of the
exemption for school psychologists who are credentialed by state education agencies and practice in
public school settings. The school psychology community, including NASP (2009a), has developed
position statements and supporting documents related to maintaining the school psychologist exemption
in APA’s model act. Thousands of school psychologists, as well as state and local education
agencies and major education organizations, submitted comments during two APA public comment
periods over the last year and recognized the value of school psychologists. APA’s revised model act
is scheduled for adoption by the APA Council of Representatives in 2010, and the status of the school
psychologist exemption is unknown at this time. It is important to note that APA’s model act is intended
to serve as a prototype for drafting state legislation regulating the practice of psychology and,
thus, any future impact could relate to state credentialing of school psychologists.
Additional critical issues in school psychology and our services for children relate to the economic
environment, job security, credentialing, roles and functions, and other factors and require
school psychologists’ vigilance in promoting and preserve our competence and capacity. Children,
families, and schools are experiencing an increasing need for the services of school psychologists.
NASP (2009b) has numerous resources to assist school psychologists in meeting needs of children,
families, and schools, as well as responding to possible state impacts of APA’s model act and other
threats to our credentialing and practice. Fortunately, school psychologists have many strengths to
ensure children’s continued access to our services and promote the future of our field.
During over 30 years in school psychology, I have been asked the question “What is a school psychologist?”
many times, and I know that most school psychologists receive this question frequently.
Although school psychology has a long history and school psychologists are recognized widely in
state credentialing and through their professional functions in schools, school psychologists must
continue to promote who we are and what we do. I invite you to join me in increasing awareness
about school psychology and preserving practice and title of school psychologists.
References
Bureau of Labor Statistics, U.S. Department of Labor.
(2008). Occupational outlook handbook, 2008–09
edition. Retrieved August 18, 2009, from http://www.
bls.gov/oco/ocos056.htm
Charvat, J. L. (2008). Estimates of the school psychology
workforce. Bethesda, MD: National Association of
School Psychologists. Retrieved August 18, 2009, from
http://www.nasponline.org/advocacy/SP_Workforce_
Estimates_9.08.pdf
Fagan, T. K., & Wise, P. S. (2007). School psychology: Past,
present, and future (3rd ed.). Bethesda, MD: National
Association of School Psychologists.
National Association of School Psychololgists. (2009a).
NASP response to APA’s Model Act for State Licensure,
2009 Revisions. Retrieved August 18, 2009. from
http://www.nasponline.org/standards/apamla.aspx
National Association of School Psychololgists. (2009b).
Advocacy news. Retrieved August 18, 2009, from http://
www.nasponline.org/advocacy/advocacynews.aspx
Nemko, M. (2008, December 11). Best careers 2009:
School psychologist. U.S. News and World Report.
Retrieved August 18, 2009, from http://www.usnews.com/articles/money/careers/2008/12/11/best-careers-2009-school-psychologist.html
Patti L. Harrison, PhD, NCSP, is a faculty member in the University of Alabama’s school psychology program and an
Alabama certified school psychologist.