NASP Communiqué, Vol. 38, #4
December 2009
President's Message
Demonstrating Scope,
Capacity, and Contributions
of School Psychology Through
Our Research Expertise
By Patti L. Harrison
A priority initiative for NASP in 2009–2010 is to develop
the research base that demonstrates scope,
capacity, and contributions of school psychology.
NASP uses research in different forums, including
advocacy, legislative activity, communication with
stakeholders, preservation of school psychologists’ positions,
summaries of empirical support for our contributions, evaluation
of school programs, identification of needs in graduate programs,
and other key initiatives to support school psychologists and our
services. For example, NASP gathers information related to the
evidence base of academic and social–behavioral interventions,
state credentialing practices, numbers of school psychology graduates
entering the work force, and demographic and professional
characteristics of school psychologists. During the coming year,
NASP will continue to gather and communicate these data, as well
as facilitate collection of data by individual school psychologists
to demonstrate the specific outcomes of their services.
How do school psychologists use research in their daily work?
NASP (2000) standards for graduate education, credentialing, and practice, as well as the proposed
2010 revision of the standards, emphasize research as a major foundation for service delivery by
school psychologists. School psychologists use their knowledge of research design, statistics, and
data analysis as critical consumers of research reported in journals, books, and other resources, as
well as to communicate the potential implications of research evidence in their work settings. School
psychologists also demonstrate applied research skills in data collection, measurement, and analysis
to support effective practices in schools. For example, in collaboration with other school staff, school
psychologists use research techniques in individual case studies, evaluation of program effectiveness,
and interpretation of assessment and progress data.
School psychologists’ research expertise has received additional emphasis in NASP’s recent advocacy
efforts to support school psychologists as essential personnel in schools. Proactive strategies
in schools to communicate the many contributions of our services, as well as to respond to threats
such as potential school psychology staff reductions and limitations in roles and activities, rely on
support provided though research. For example, research assists in identifying local or state needs
and trends for children and schools that target issues for which our roles are valuable. Program evaluation
research supports the measurable positive impact of school psychology services and other
school programs. Workforce data at local, state, and national levels (e.g., numbers and characteristics
of school psychologists, school psychologist-to-student ratios, shortages in our field, salaries, etc.)
provide basic information about current status and future needs.
NASP provides many resources to support the research expertise of our members. We have a new,
comprehensive NASP Research Center website (http://www.nasponline.org/advocacy/researchmain
.aspx) that includes research summaries, studies conducted by NASP, reports, fact sheets, national and
state workforce data, and other excellent materials. Our NASP periodicals, School Psychology Review, School
Psychology Forum, and Communiqué, and books published by NASP highlight the latest research and its
application. Our NASP Research Committee coordinates the many research activities of our association,
including graduate student research grants and a comprehensive demographic survey of NASP members
conducted every 5 years. The 2010 NASP convention in Chicago, with more than 1,000 sessions, includes
multiple resources about research and practice in school psychology. For example, the convention includes
a President’s Special Strand on Promoting Competence for Children, Families, and Schools: Direct Outcomes
of School Psychologists’ Services and a featured symposium on How We Know Our Services Work:
Evidence-Based Practice by School Psychologists, jointly sponsored by NASP and APA’s Division 16.
Barbacane (2009) noted that school principals rely on our expertise in research-based strategies
and recognize our skills in interpreting and applying data to evaluate outcomes of school services,
among our many other roles. The research foundations of our field, our knowledge of empirical evidence
in psychology and education, and our applied research skills improve our practice and value in
schools. In many school psychologists’ work settings, we are the primary resources for understanding
how research and evaluation can be used best for promoting competence for children, assisting
families and educators, and contributing to school improvement efforts.
References
Barbacane, R. (2009, July). School psychologists and
principal collaboration. NASP Summer Conference,
Bethesda, MD.
National Association of School Psychologists. (2000). Standards
for training and field placement programs in school
psychology and standards for the credentialing of school
psychologists. Retrieved October 20, 2009, from http://
nasponline.org/standards/FinalStandards.pdf