Volume 10, Issue 2 (1981)
Assuming Responsibility for the Future of School Psychology
When I was asked to write this paper and to consider the future of school psychology, I felt bound by two major objectives: First, that I keep my perspective as a practicing school psychologist and, second, that my perceptions of the state of the profession be somewhat similar to the perceptions of my colleagues. The opinions presented here are my own but I consulted many of my fellow professionals. In addition to face-to-face conversations, I used a brief questionnaire(Vensel, Note 1) to poll the opinions of the West Suburban School Psychologists group (28members completed the questionnaire) and the Governing Board of the Illinois School Psychologists Association (ISPA; 17 members completed the questionnaire). The questionnaire was made up of the following items: When and how did you first hear about school psychology? Are you currently employed as a school psychologist? If you are a practicing school psychologist, in your day-to-day job, what are the current issues and problems on which you spend most of your time? What current issues and practices in education (general or special education) are or soon will be affecting school psychology? In meeting the needs of your community over the next lo-20 years, what trends or problems do you foresee in the delivery of school psychology services? What are your greatest worries and hopes for the profession of school psychology?
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