Transcript Arizona Association of School Psychologists

Oregon School Psychologists Association
“Challenges and Accomplishments in the
History of School Psychology”
October 12, 2012
Tom Fagan
University of Memphis
Earlier OSPA Visit
Friday, April 10, 1987
Ashland Hills Inn
Ashland, OR
The way it used to be (1969)
• The Fagans had no children
and could self-direct their
lives! Three children
changed that.
• School psychology was in a
similar circumstance.
43 Years of NASP
42 Years of OSPA and Now
• There was no NASP until March, 1969. AZ, KS,
OK were the only states west of the Mississippi
River at the 1968 Ohio organizational meeting. In
1970-71 OR had 10-15 NASP members, now
about 300. NASP has 24,000+ members.
• More than half the states were without a state
association. Now every state has an association.
OSPA began circa 1970, affiliated with NASP by
1976.
• The only journals specific to school psychology
were the Journal of School Psychology and
Psychology in the Schools. Today there are at least
10 (JSP, PITS, SPR, SPQ, SPI, SPF, JASP, CJSP,
JEPCons, IJSEP).
Then and Now
• There were an estimated 5,000 school
psychologists in the United States. Today there
are more than 30,000. You had less than 50?
• The ratio in practice was about 1:7,000 and today
it is estimated at 1:1,400 or less. OR ratio data
sketchy but perhaps 1,700-2,600 by state data.
• Most rural districts lacked services and many
never had psychological services. Today all
districts are required to provide psychological
services.
Geographical Distribution of
“School” Psychologists 1953
How are school psychologists dispersed
geographically?
Regional Percentages Are Stable Over Time.
Number of School Psychologists
Then and Now
• There were about 100 training programs
and now there are at least 240.
• The specialist level (EdS) was infrequent,
perhaps 3% held a doctoral degree, and
most held a master’s degree. Today about
30% hold a doctoral degree and the
specialist level is the accepted entry level.
• A full-time school psychologist had a
median salary of $12-15,000. Today we
have an average of about $64,000.
Training Program Growth
The Big Changes Have Been in
Regulation
• Imagine practicing without parent permission!
• Imagine a school district without FERPA!
• Imagine special education without IDEIA
(originally P.L. 94-142)
• Imagine your assessment tools being most
frequently the 1949 WISC, the 1960 Binet,
Peabody Picture Vocabulary Test, Wide Range
Achievement Test, Draw-A-Person, and the
Bender Gestalt. NO WOODCOCK-JOHNSON!
Imagine…
• Special education without the category of
Learning Disability
• Mental Retardation was diagnosed at 1 S.D.
below the mean (I.Q. 85 or less)!
• Imagine being the school psychologist AND
the Director of Special Education
• You were the M-Team, the Placement
Team, and the Due Process Hearing Officer.
• Now you might be challenged for including
a diagnosis in your report.
Challenges to the field then…
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Professional Identity
Specialty Recognition
Separation from Guidance & Counseling
National Visibility
Political Action
But, a word of thanks to APA’s Division of
School Psychology is due.
Challenges to the field when I
was here in 1987
• Training Program Accreditation (NASP
Approval was nearing completion)
• Credentialing Issues, NCSP and Exam
• Non-school Practice Privileges
• Contractual Services
• Role Expansion Beyond Assessment
• Setting Expansion Beyond Special
Education
Challenges Now
• The Persistent Doctoral-Nondoctoral Issue
(e.g., APA Model Licensure Act Revisions)
• Personnel Shortages and Diversity
• Shifting Training Alternatives; Free standing and
on-line programs.
• The Challenge of Broad Competence ala NASP’s
Blueprint III expectations
• The expansion of the RTI model to other disability
areas
• Our co-dependent relationship with special
education and eligibility services.
• Balancing Special and Regular Education
Gender (Total Field)
80%
70%
60%
50%
40%
Male
Female
30%
20%
10%
0%
69-70
80-81
89-90
99-00
2004-05
2009-10
2009-2010 Survey Ethnicity
In 30 years, the percent of non-Caucasians has increased only 5.3%
1980-81 1989-90
African-Am
1.5%
Caucasian
NatAm/AlasNat
1999-00
2004-05 2009-10
1.9%
1.9%
1.9%
3%
96%
93.9%
92.8%
92.6%
<1%
1.1%
0. 6%
0.8%
.6%
Asian/Pacific Is. <1%
0.8%
0.6%
0.9%
1.3%
Hispanic
1.5%
1.5%
3.1%
3.0%
3.4%
Other
<1%
0.9%
0.9%
0.8%
1%
90.7%
Percent Age: 40 or Younger and
50 or Older
60
50
40
30
<40
>50
20
10
0
1989-1990
2004-2005
2009-2010
Survey Questions and Implications
1999-00 2004-05 2009-10
Mean Initial Sp Ed
39.9
34.5
27.4
Mean Sp Ed Reevals
37.0
34.0
33.2
Mean 504 Plans
9.3
5.9
6.6
% No Counseling
23.8
29.4
32.2
% No Student Groups 54.8
60.1
% No In-Service Programs 25.9
32.7
29.7
% No Parent Presentations
69.4
Percent of Total Work Time*
• 504 Plan Development
• Initial Sp Ed Evals & Reevals
• Student Consultation (Individual & Group)
• Organizational/System Consultation
• Special Ed Focused Team
• General Ed Problem Solving Team
• Individual Student Counseling
• Student Groups
• In-Service for School Staff
• Presentations for Parents
*Not clear how these areas were defined,
2.80
47.01
10.44
5.84
11.37
8.14
5.75
3.06
2.79
0.76
Ratio Improvement
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•
1914
1:80,000
1934
1:60,000
1950
1:36,000
1966
1:10,500
1974
1: 4,800
1984
1: 2,300
2004
1: 1,400-1,800
2009
1: 1,383
School Counselors 1:477 (CA 5/30/04);
Recommend: 1:250
Percentage Trends in Graduate Preparation
69-70 80-81 89-90 99-00 2004-05 2009-10
• Masters
93
62
40.8
41
32.6
25.06
• Specialist 1.8
22
29.1
28.2
34.9
45.76
• Doctorate 3.4
16
28.1 30.3
32.4
24.17
Emerging Non-Traditional
Training Models
1. Free-standing professional schools expanding to
offer degrees in school psychology (mostly Psy.
D., some Nondoctoral)
2. On-line Programs (e.g., Argosy, Capella, Walden,
add-ons to other programs as at Phil. COM)
3. On-line courses by traditional and non-traditional
programs
4. Serve as sources for continuing education
5. What is the future for these models?
Professional Associations
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Division of School Psychology-APA, 1945
National Assn. of School Psychologists, 1969
International School Psychology Assn., 1982
Canadian Assn. of School Psychologists, 1985
Oregon School Psychologists Assn., 1970(?)
Numerous Related Associations at National and
State Levels (e.g., CEC, AERA, ACA, NEA,
OPA)
Primary Journals
• Journal of School Psychology (JSP)
• Psychology in the Schools (PITS)
• School Psychology Digest (SPD)
became School Psychology Review
• School Psychology International
• Canadian J. of School Psychology
• Professional School Psychology
became School Psychology Quarterly
• Educational & Psychological Consultation
• Journal of Applied School Psychology
(formerly Special Services in the Schools, 1984)
• European Journal of School Psychology
• School Psychology Forum: Research in Practice
(Online from NASP)
• Intl. J. of School & Educational Psychology
1963
l964
1972
1980
1979
1985
1986
1990
1989
2002
2004-2007
2006
2013
2009-2010 Contracts and Salary
(Full-Time Practitioner)
• Contracts:
– 47.9% have contracts of 170 to 190 days
– 38.7% have contracts of 200 days or more
Per Diem
180 Days
200 Days
FT Practitioner
356.49
64,168.20
71,298.00
Doctoral
409.42
73,695.60
81,884.00
Non-Doctoral
344.25
61,965.00
68,850.00
Salary Growth Estimates
• 1890-1930
• 1939
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1954
1960
1971
1976
1982
1985
1990
1999
2002
2004
2009
R=$1,000-$4,000
R=$1,400-4,000
Mdn=$1,600-2,800
R=$3,000-15,000
Mdn=$7,000-7,999
Mdn=$12,000-14,999
Mdn=$16,000-18,999
Mdn=$22,000-24,000
Mdn=$25,000-27,000
Mdn=$35,000-40,000
Ave.=$49,000
Mdn=54,480
Ave.=60,581
Ave. =64,168
Symbols of Professionalization
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Interested Practitioners
Professional Organizations
Body of Knowledge
Restricted Access to Knowledge
Codes of Conduct and Ethics
Specialized Training
Employment Opportunities
Literature
Credentialing
Accreditation
Autonomy
Tension, Struggles, and Conflicts
Two Worlds of Historical Development
Despite the “Doom & Gloom” Opinions of
Some…School Psychology Is Doing Well.
• Training program numbers are stable and programs are
better dispersed geographically.
• Jobs are plentiful, stable, and well paid.
• Our historical connections to school settings and
special education are strong.
• Setting expansion has occurred but we retain our
legacy with public education.
• Functions are shifting with role stability.
• You are providing an important service no matter what
the inside critics say. Can you name any organized
effort to diminish school psychology that is having
success?
Strong National Salary Recognition
$49,089 Ave. for NASP Members 1999
$54,480 Median 2002 (Bureau of Labor
Statistics)
$60,581 Ave. for NASP Members 2004-2005
$63,029 Mdn. Market Outlook Excellent, “Best
Careers for 2007” (USNWR 3/19/07)
$62,072 AOL “Cushy Jobs” (1/07/08)
$62,600 Mdn. (USNWR, “Best Careers” 3/08)
$66,040 Mdn. (USNWR, Best Careers 2011
posted (12/6/10)
Media Appraisals
• CNN.com (9/7/04) “School Psychologist Shortage has
Impact”
• USNWR (2009) “one of 50 best careers of 2010.
• www.usnews.com/money/careers/2009/12/28/schoolpsychologist-2.html search for school psychology article.
• www.careerbuilder.com search “school psychologist” and
see job listings.
• Occupational Outlook Handbook 2010-2011
• www.bls.gov/oco/ocos056.htm
• USNWR, 2010
• http://money.usnews.com/money/careers/articles/2010/12/
06/best-careers-2011-school-psychologist.html
How attractive are job prospects?
• Historical Legacy of Personnel Shortages
• Employment Demand Strong but varies by
location and region
• Be Vigilant of Threats to Job Security
• Role and Setting Expansion
• Retirements a Strong Influence for Future
• Need for Ethnic and Linguistic Diversity
• In 2007-08, 81 Institutions (about 1/3rd) searched
for 100 positions; perhaps half unfilled. In 200809 there were 49 seeking 53 positions. In 2009-10
there were 26 seeking 29 positions. In 2010-11
there were 45 seeking 50; 2011=31 for 33.
Already 17 searching for 19 faculty for 2013.
How Sweet It Is!
In how many psychology fields can you
enter independent practice with a valid
credential at the non-doctoral level; earn
$45,000+ in your first year in a 10-month
job; get annual raises; enjoy medical,
disability, and retirement benefits; have
your equipment, space, and staff support
provided; and expect uninterrupted
employment.
The answer is one field: School Psychology
You continue to be the silver lining behind the
clouds in the lives of children!
Vinny Martin, OSPA Bulletin, Winter 2001, p. 7
“It’s not easy being a school psychologist…
sometimes… We have a lot to offer students, their
families, and staff…sometimes…Much is expected
from us…sometimes… Little is expected from
us…sometimes… What really counts though , is
what we expect from ourselves: to be the best trained
health care professionals in our schools and offer a
comprehensive service delivery model…all the
time.”
For more than 40 years OSPA has been the
rising sun for school psychology in Oregon!
You are the future, and
you will be our history.
Thanks for 43 Great Years!