Volume 1, Issue 1 (1972)
Child Advocate - Emerging Role for the School Psychologist
C.D. Catterrall, R. Hinds
The first major direct application of psychological techniques in the public schools was to adapt the principles of psychological testing to the identification of retarded children who could not profit from regular education and who needed to be placed in special class programs. For some reason, skills in psychotherapy and knowledge about the principles of learning, which were prominent in other disciplines within psychology, were not implemented as readily in the school setting. In the area of testing, the psychologist who came to work in the schools brought with him the predominant teachings of the day which had been strongly influenced by the medical model. One such concept was that the IQ is constant and, consequently, there is relatively little one can do to help retarded youngsters in a regular class situation. What was needed, it was assumed, was a series of special classes which would “take the pressure off” these children by putting them under specially trained teachers. It soon became evident that there were a great number of children who were “not making it” in the regular class who would have some chance of survival in various types of special classes.
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