1. SCHOOL PSYCHOLOGY: A Career That Makes a Difference © 2003 National Association of School Psychologists

2. If you want to … 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 …

3. School Psychology could be the career for you!

4. What is a School Psychologist?

5. 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

6. 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

7. When Do Children Need 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Mental Health Care 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

17. Advocacy 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

18. 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

19. Who Are Today’s School Psychologists? 70% are: –women –over 40 years of age 45% work in suburban school districts 30% work in urban school districts 25% work in rural school districts (Curtis et al., 1999, 2002)

20. “When I review my career, what stands out most is helping parents of different cultures view the school as a helpful resource to successfully address the needs of their children.” --Robin Satchell, School Psychologist, Anne Arundel County, MD

21. Ethnicity of School Psychologists Ethnicity% White/Caucasian91.0 Hispanic/Latino Chicano/Mexican-American Puerto Rican 1.7 0.9 0.8 Black/African-American2.4 Asian-American/Pacific Islander1.1 American Indian/Alaskan Native0.6 Other3.2 Source: 2003 NASP membership survey (69% response rate)

22. Ethnicity of the U.S. Population Ethnicity% White/Caucasian70.7 Hispanic/Latino12.5 Black/African-American12.3 Asian-American/Pacific Islander 3.6 American Indian/Alaskan Native 0.9 Source: 2000 U.S. Census

23. Ethnicity Comparison U.S. PopulationSchool Psychologists

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 100 foreign languages are spoken by students in the Fairfax County Public Schools in VA. Source: 2000 U.S. Census

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., 2002) Source: 2000 U.S. Census

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

27. States With Most Serious Shortages Alabama Kentucky Mississippi Tennessee (Hosp & Reschly, 2002) Arkansas Louisiana Oklahoma Texas

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. “Each day is different. Each situation is challenging and unique.” --Charles Deupree, School Psychologist, Ionia, MI

31. So how do I become a School Psychologist?

32. Undergraduate Training Must complete a Bachelor’s degree Consider an education or psychology major 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 Degree Options In most states, certification as a school psychologist requires training beyond the Master’s degree. Specialist or Educational Specialist (EdS) Certificate of Advanced Graduate Standing (CAGS) Advanced Graduate Studies Certificate (AGS) - or - Doctorate (PhD, PsyD or EdD)

34. Graduate Training Program Length Specialist/CAGS/AGS: 3 years (60 hours) of full-time training Doctorate: 5 years or more, plus dissertation One-year, full-time internship embedded in training programs at both levels. At least half of the internship (600) hours must be completed in a school setting.

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

36. Choosing a Graduate Program Specialist vs. Doctoral degree NASP and/or APA approval Size and location Department of Education or Psychology Theoretical orientation Specialties (e.g., early childhood, deaf/blind) Research opportunities Financial support (assistantships/fellowships)

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

38. NASP-ERT Minority Scholarship Program To foster diversity among professional school psychologists, NASP offers an annual $5,000 scholarship to minority students pursuing careers in school psychology Only students newly entering graduate training in school psychology are considered for the scholarship For more information or an application, see www.nasponline.org/about_nasp/minority.html

39. “School psychology seemed the perfect career to positively impact children’s learning and psychological health, and to reach those who might otherwise be missed by the mental health system.” --Sonya Lanier, Graduate Student, University of Maryland, College Park

40. “School Psychology is like growing a garden, because you have to do a lot of ground work before you can see the rewards and see growth … with the children, staff, and community, but the results are definitely worth it!” --Sarah D’Elia, EdS, School Psychologist, Braintree, MA

41. “Working within the school setting creates the possibility [of] having a positive impact not only by working directly with students but also by consulting with teachers and administrators.” --Lorrie Wizda, School Psychologist, Baltimore City, MD

42. QUESTIONS?

43. How is the job market for School Psychologists? 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 top ten “hot professions” for 2002 by US News and World Report http://www.usnews.com/usnews/work/articles/020218/18tracks.htm#school

44. What types of salaries do School Psychologists receive? National average annual salary: $50,000 Doctoral level school psychologists on average earn about $5,000 more annually than Specialist level school psychologists Salaries for school psychologists vary according to state and regional differences Results from 1999 NASP membership survey (Thomas, 2000)

45. FAQ: How does a School Psychologist differ from a school counselor? School CounselorSchool Psychologist Usually 1 yr grad schoolAt least 3 yrs grad school Trained in ed./teachingTrained in ed./psychology Teaching degree sometimes required Teaching degree not required Usually work in one school (specialized age group) Often responsible for several schools (K-12) and can work in other settings Course selection, career prep, district testing Assessment, consultation, interventions, severe cases

46. 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

47. FAQ: Can I get into a graduate program if my undergraduate degree is not in education or psychology? It can be done! Degree in ed/psych is not necessarily required, but you… –Should have basic background in psychology and education –May need to do some coursework before starting grad school (e.g., prerequisites) Emphasize your skills—English majors are probably good writers, science majors may have a strong research background

48. Recommended Resources Curtis, M. J., Hunley, S.A., Walker, K. J., & Baker, A. C. (1999). Demographic characteristics and professional practices in school psychology. School Psychology Review, 28, 104-116. Curtis, M.J., Chesno Grier, J.E., Walker Abshier, D., Sutton, N.T., & Hunley, S. (2002). School psychology: Turning the corner into the twenty- first century. Communique, 30, 1. Fagan, T. K., & Wise, P. S. (2000). School psychology: Past, present, and future. Bethesda: NASP.

49. Recommended Resources (cont’d) Hosp, J. L., & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31, 11-29. Thomas, A. (2000). School Psychology 2000: Average salary data. Communique, 28, 28. Thomas, A. & Grimes, J. (2002). Best practices in school psychology IV. Bethesda: NASP.

50. For more information, contact: National Association of School Psychologists (301) 657-0270 www.nasponline.org

51. Summer 2003 Kathy Cowan Meaghan Curran Ted Feinberg Mary Beth Klotz Linda Morgan Libby Nealis Winter 2006 Kathy Cowan Ted Feinberg Linda Morgan Mary Beth Klotz Myriah Rosengarten Arlene Silva © 2006 National Association of School Psychologists, 4340 East West Highway, Suite 402, Bethesda, MD 20814 – 301-657-0270 NASP Staff Contributors