Volume 6, Issue 1 (Spring 2012)
Can Rapid Advances in Genetics Inform the Practice of Modern School Psychology?
Anthony Claro, Samira Moumne, & Corina Sferdenschi
ABSTRACT: School psychology is a dynamic field that has moved from a primarily assessment-based practice to a more complete and intervention-centered profession. Although this shift has been mainly positive, the present article addresses a potential gap in the current model. Specifically, technological advances have allowed for significant gains with regard to genetics. As a result, incorporating new genetic findings into the practice of school psychology allows for opportunities to advance the delivery of services, especially with regard to early identification of problems, prevention of negative outcomes, and specific interventions. Genetic research has led to earlier diagnoses for many disorders and will undoubtedly discover new causal genes for many disorders with currently unknown causes. School psychology remains a largely behavioral practice, but the advances in genetics provide an opportunity to improve assessment and interventions in the practice of school psychology. A major concern is not whether there should be a place in modern school psychology for genetics, but whether current practitioners will embrace such a union.