Strengthening the School in School Psychology Training and Practice

Abstract

Abstract What does it mean to be a SCHOOL psychologist? Since the 1980s, multiple school psychology authors have recommended turning from the traditional individual assessment role, emphasizing student deficits, to a focus on enhancing school systems and supporting the adults who work with students. A realignment of training and practice is made more urgent by the societal effect of the Covid Pandemic on schooling and the increasing emphasis on implementing social justice and equity in the schools. The core function of schools in developing the academic competence of students continues to require attention by school psychology, even more so at this time. Given that change has been elusive, it is important to reassess the barriers that have limited change, including underlying values and beliefs that focus on the individual, as well as lack of skills to implement new practices. Although profoundly difficult to achieve at scale, some programmatic changes that would support new practice models are described, along with resources to support change. Impact Statement School psychologists have the opportunity to become more effective school partners to address the challenges that have emerged from the Covid Pandemic and the equity movement. Moving away from the focus on individual deficits to a systems orientation and indirect service delivery requires new beliefs/values and skills. Effectively impacting academic outcomes, a core function of schooling, requires trainers, students, and practitioners to develop and enhance skills related to academic assessment, consultation, teaming, and issues specific to addressing equity (e.g., second language issues, exclusionary discipline).