1. www.nasponline.org ©2008, National Association of School Psychologists
School Psychology
A Career That Makes a Difference
©2008, National Association of School Psychologists

2. “Being a school psychologist means providing equitable education for all students and supporting their social, emotional, and academic needs.” — Wendy Scott, EdS, NCSP School Psychologist, Vista, CA

3. If you want to… then … Help children reach their potential
Promote children’s mental health
Work collaboratively with others
Develop interpersonal and communication skills
Have a variety of career options
then …

4. School Psychology could be the career for you!

5. What is a School Psychologist?

6. School Psychologists understand that all children learn when given:
Adequate supports and resources
Recognition of their individual needs
Connection to and trust in adults
Opportunities to achieve
Acceptance and encouragement
Cooperation between school and home

7. School Psychologists link mental health to learning and behavior to promote:
High academic achievement
Positive social skills and behavior
Healthy relationships and connectedness
Tolerance and respect for others
Competence, self-esteem, and resiliency

8. When Do Children Need A School Psychologist?
Learning difficulties
Behavior concerns
Attention problems
Problems at home or with peers
Fears about war, violence, terrorism
Depression and other mental health issues
Coping with crisis and trauma
Poverty, violence, or life changing events
Advocacy of their learning and mental health needs

9. What Is the Role of a School Psychologist?
Assessment
Consultation for student and systems-level change
Prevention
Intervention
Staff, parent, and student education
Research and program development
Mental health care
Advocacy

10. Assessment
School psychologists work with children, parents and staff to help determine a child’s:
Academic skills
Instructional level
Learning aptitudes, strengths, and weaknesses
Personality and emotional development
Social skills and behavioral concerns
Learning environment
School climate
Special education eligibility

11. Consultation: Child-Centered
School psychologists:
Provide knowledge to help improve student learning and mental health outcomes
Implement and manage academic and behavioral interventions
Help teachers, parents, and other professionals understand a child’s development and learning
Meet or communicate with others involved with a child to determine the best way of managing or improving a particular concern

12. Consultation: Consultee-Centered
School psychologists:
Collaborate with teachers to help them identify classroom-based problems and implement data-based interventions
Support implementation of effective instruction and behavior management at the classroom level
Assist parents to develop skills to help their children succeed at home and in school
Collaborate with the principal and other school personnel to identify systemic concerns and promote systems-level change

13. Prevention School psychologists:
Implement programs to build positive connections between students and adults
Support early identification of potential academic skill deficits and/or learning difficulties
Design and implement programs for at-risk children
Foster tolerance and appreciation of diversity
Create safe, supportive learning environments

14. Intervention School psychologists:
Work directly with children, teachers, administrators, and families
Develop individualized classroom, and school-wide interventions for learning and adjustment
Design and implement crisis response plans
Provide counseling, social skills training, academic, and behavioral interventions
Develop strategies for modifying instruction to optimize student progress

15. Education
School psychologists provide teachers and parents training in:
Teaching and learning strategies and interventions
Parenting and disciplining techniques
Classroom and behavior management techniques
Working with exceptional students
Strategies to address substance abuse, risky behaviors, or mental illnesses that affect students
Crisis prevention and response
GENERAL SLIDE
Discuss any in-service days, workshops, or presentations you have done for teachers, administrators, and/or parents.

16. Research and Program Development
School psychologists:
Recommend and implement evidence-based programs and strategies
Conduct school-based research to inform practice
Evaluate effectiveness of programs and interventions independently and as part of a school-based consultation team
Contribute to school-wide reform and restructuring

17. Mental Health School psychologists:
Deliver school-based mental health services such as group, individual and crisis counseling
Coordinate with community resources and health care providers to provide students with complete seamless services
Partner with parents and teachers to create healthy school environments
Promote mental health in the school setting

18. Advocacy Appropriate education placements Education reform
NASP and state professional associations are dedicated to advocacy. School psychologists encourage and sponsor:
Appropriate education placements
Education reform
Legislative involvement
Community services and programs
Funding for adequate resources
Employment of highly qualified school personnel

19. “I enjoy building trusting and caring relationships with students, which I strongly believe promotes learning and positive choices in their future.” — Claudia Gomez School Psychologist, Huntington Beach, CA

20. Where Do School Psychologists Work?
Public and private schools
Private practice
Colleges and universities
Community mental health centers
Institutional/residential facilities
Pediatric clinics and hospitals
Criminal justice system
Public agencies

21. Who Are Today’s School Psychologists?
74% are women
47.5% are over 50 years of age
Employed:
83.1% work in public schools
5.2% work in private schools
6.5% work in universities
4.1% work in independent practice
7.0% work in other
(Curtis et al., 2006)

22. Ethnicity of School Psychologists%
White/Caucasian
92.6
Hispanic/Latino
3.0
Black/African-American
1.9
Asian-American/Pacific Islander
0.9
American Indian/Alaskan Native
0.8
Other .8
CORE SLIDE
This information comes from the NASP membership database; may or may not be representative of all existing psychologists
Note how dramatically this slide contrasts with the next one
Source: NASP membership survey

23. Ethnicity of the U.S. Population%
White/Caucasian
70.7
Hispanic/Latino
12.5
Black/African-American
12.3
Asian-American/Pacific Islander
3.6
American Indian/Alaskan Native
0.9
CORE SLIDE
Note how different these percentages are from the ethnic breakdown of current school psychologists presented in the previous slide (next slide illustrates)
Source: 2000 U.S. Census

24. Linguistic Diversity
17.9% of the U.S. population over the age of five speaks a language other than English at home
Approximately 11% of the U.S. population is foreign born
For example, more than 90 foreign languages are spoken by students in the Los Angeles Unified School District in California.
CORE SLIDE
If your area has a large immigrant population, discuss the impact of linguistic diversity on your practice. How do you deal with issues of language and culture?

25. Demographic Variation
26-61% of the population in Alabama, Georgia, Louisiana, Maryland, Mississippi, South Carolina, and D.C. is African American
25-42% of the population in Arizona, California, New Mexico, and Texas is Hispanic
Only 5% of school psychologists are African American or Hispanic (Curtis et al., 2006)
GENERAL SLIDE
Emphasizes the contrast between ethnicity of students and ethnicity of practitioners could be dramatic in many areas
Source: 2000 U.S. Census

26. “As a Diné (Navajo) school psychologist, I am working back in my ancestral homeland with my people, using my cultural knowledge and indigenous language to provide a diverse service delivery. I am making a difference by being accessible.” — Elvina Charley, EdS School Psychologist, Chinle, AZ

27. Career Opportunities
Pending retirements have lead to shortage of qualified practitioners
Current shortage of qualified university faculty in school psychology
Wide gap between ethnicity of practicing school psychologists and students served
Serious need for more ethnic and linguistic diversity in the field

28. A Great Career Choice Work with children who need you
Help parents and educators
Enjoy a flexible school schedule
Have a variety of responsibilities
Receive training in useful skills
Choose from a variety of work settings
Have confidence in the stability of your position

29. Rise to the Challenge!
Children in difficult situations need solutions to difficult problems
Parents need ideas for managing children’s behavior and mental health
Teachers need help working with students’ varied educational needs and behaviors
Society needs mentally healthy, well-educated children

30. “I wanted a career that focused on youth advocacy in the schools but would allow me to integrate my passion for cultural awareness, equity and diversity into the school community.” — Cristina Noel School Psychologist, Dartmouth, MA

31. So how do I become a School Psychologist?

32. Undergraduate Training
Must complete a Bachelor’s degree
Consider an education, psychology or related field
Take courses in
Child development
General and child psychology
Statistics, measurement, and research
Philosophy and theory of education
Instruction and curriculum
Special education

33. Graduate Training Education Specialist Doctorate (PhD, PsyD or EdD)
In most states, certification as a school psychologist requires training at the specialist level.
Specialist-level training includes 60 graduate semester credits in school psychology
Specialist-level degrees can be identified by several acronyms including; Educational Specialist (EdS), Masters (MA, MS, MEd) and Certificate of Advanced Graduate Studies (CAGS/CAS) etc.
- or -
Doctorate (PhD, PsyD or EdD)

34. Graduate Training- Program Length
Specialist-level: 3-4 years (60+ semester credit hours) of full-time training including a 1200-hour internship*
Doctorate: 5+ years or more (90+ semester credit hours) of full-time training including a minimum 1500-hour internship*, and dissertation
*At least (600) hours of the internship must be completed in a school setting.

35. Graduate Coursework Learning theory
Psychological assessment and intervention
Consultation skills
Diversity and multiculturalism
Normal and abnormal development
School organizational systems
Counseling theory and practice
Statistics and research
Applied behavior analysis

36. Choosing a Graduate Program
Specialist vs. Doctoral degree
NASP approval/alignment and/or APA accreditation
Size of cohort and location of program
Department of Education or Psychology
Theoretical orientation
Specialties (e.g., early childhood, low incidence, urban, rural, bilingual etc.)
Research opportunities
Financial support (assistantships/fellowships)
GENERAL SLIDE
How did you choose a graduate program?
Where are there training programs in your area?
If talking to undergraduates, help them to think about their next steps.
May want to explain that APA only approves Doctoral programs, and that some programs don’t have NASP approval simply b/c they have not applied for it. Need to think about your future career plans and ensure that the program you choose will enable you to achieve this.

37. Applying to a Graduate Program
GRE: Graduate Record Exam
Some programs may require the GRE—Psychology
Undergraduate transcripts
Letters of recommendation
Personal statement(s)
Practice or research interests

38. “School psychology is a career that uniquely offers daily challenges and rewards, all within a collaborative setting.” — Allison Nebbergall, Graduate Student University of Maryland –College Park

39. Questions?

40. Job Outlook? Excellent both at present and long-term!
Not enough graduates to meet demand
Retirement will soon open many positions
School Psychology was named one of the “best careers” for 2008 by US News and World Report
psychologist-executive-summary.html

41. What types of salaries do School Psychologists receive?
Median salaries range from $47, to $67,070.00, while top salaries can exceed $100,000.
Mean per diem salary for practitioners at the specialist level is $ and $ at the doctoral level.
However, many school systems do not make salary distinctions between doctoral and non-doctoral school psychologists.
Salaries for school psychologists vary by state and region.
(Curtis et al., 2007)

42. FAQ: How does a School Psychologist differ from a school counselor?
At least 2 yrs grad school
At least 3 yrs grad school
Trained in ed./counseling
Trained in ed./psychology
Individual and group counseling addressing a variety of issues, career planning, and course scheduling
Assessment, consultation, behavioral/academic intervention, crisis prevention/intervention, individual /group counseling, and program evaluation
Employed in public schools and university
advisement centers
Employed in public/private schools, private practice, mental health centers, and universities

43. FAQ: How does a school psychologist differ from a child psychologist?
School psychologists focus on how social emotional issues, family problems, neurological factors, and mental illness affect learning
Child clinical psychologists:
Usually work in a hospital, mental health center, private clinic, or university setting
Are not typically trained in education, instruction, or classroom management
Do not focus primarily on the multiple factors that affect learning

44. “In School Psychology I found a way to indulge my interest in schools, psychology, sociology, leadership, and team work.” — Ryan Estrellado School Psychologist, Chula Vista, CA

45. References/Resources
Curtis, M. J., Lopez, A.D., Batsche, G. M., & Smith, J. C. (2006, March). School psychology 2005: A national perspective. Paper presented at the annual convention of the National Association of School Psychologists, Anaheim, CA.
Curtis, M. J., Lopez, A. D., Batsche, G. M., Minch, D., & Abshier, D. (2007, March). Status report on school psychology: A national perspective. Paper presented at the annual convention of the National Association of School Psychologists, New York City.
Fagan, T. K., & Wise, P. S. (2007). School psychology: Past, present, and future 3rd Ed. Bethesda: NASP.
Hosp, J. L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31,
Thomas, A. & Grimes, J. (2008). Best practices in school psychology V. Bethesda: NASP.

46. For more information, contact: National Association of School Psychologists
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