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Volume 18, Issue 2 (1989)

Trends in Credentialing and Practice Standards

pp. 193—202

ABSTRACT: Although the term “school psychologist” appeared in a job title as early as 1915, the credentialing of school psychologists is a much more recent occurrence. Forty years ago only seven states credentialed school psychologists. Since that time, credentialing has grown to include virtually every state in the United States and includes certification as well as licensure. Service provider standards have developed as a response to practice demands. This article reviews the growth of both credentialing and service provider standards, recounting the contributions of the National Association of School Psychologists and the American Psychological Association in achieving the current level of development. Implications for the future practice of school psychology are given, taking into consideration historical precedence, recent developments such as the National School Psychology Certification System, and the future goals of school psychologists. The term “credentialing” in school psychology has changed throughout the period of time that school psychologists have been recognized. The predominant use of the term “credentialing,” both in the early history of school psychology and at present, reflects the requirement by state departments of education that school psychologists must be certified to practice in the public schools. More recently, however, the term “credentialing” has been expanded to include licensure and/or certification to practice school psychology in the private sector. Regardless of whether credentialing reflects certification for public school practice or licensure/certification for private practice, the major influences

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