Previous research on the literary origins of the term "school psychologist" is revisited, and conclusions are revised in light of new evidence. It appears that the origin of the term in the American literature occurred as early as 1898 in an article by Hugo Munsterberg, predating the usage by Wilhelm Stern in 1911. The early references to the…

This is an introduction to a series of four independently submitted articles that further describe the status, demography, philosophical, and role possibilities of school psychologists. The series is connected to published surveys and statements over the past several decades and to the consistency of certain findings. The consistency presents a…

A history of school psychology accreditation and a chronology of program decisions are developed from perspectives on accreditation by the American Psychological Association (APA), the National Council for Accreditation in Teacher Education (NCATE), the National Association of School Psychologists (NASP), and the efforts of the APA/NASP Joint Task…

Since 1969, the National Association of School Psychologists (NASP) and the Division of School Psychology within the American Psychological Association have dually influenced many psychological and educational issues in school psychology. Following a summary of the organizational topography of school psychology, the status and future directions…

Most school psychologists lack information about their organizational history and the development of what is now a strong state and national network of professional groups. This article attempts to bridge this gap, describing the evolution of professional groups and their growth in recent decades. (Author)

The growth in the number of training programs in school psychology from 1920 to the present is discussed. (DWH)

Several conditions are described under which school psychological services can be provided and expanded in rural areas: parent and administrator variables; public relations, training concerns; expanded role; external influences on schools; and use of family systems theory and expert versus referent power concepts. (Author/GDC)

Recent concerns over entry-level training and title standards in school psychology are reviewed from historical and contemporary perspectives. Differences between the American Psychological Association and the National Association of School Psychologists are described in the context of variables influencing regulation and evaluation of the field.…

In response to Bardon and Lambert, the author develops the topics of problem resolution, possible merger of professional organizations, and some chosen future for the field of school psychology. (JAZ)

Arnold Gesell's (1880-1960) qualifications, career, experiences, and the events which led to his official appointment as the first school psychologist in the United States are discussed. Gesell was influenced by Hall's thinking, and his graduate studies were a combination of experimental, developmental, and clinical psychology. (JAZ)

A historical summary is presented of estimated ratios of psychologists to school children from 1914 through 1986. Continued favorable employment conditions are predicted, with more school districts trying to improve ratios. Related employment concerns are addressed, and an impending supply-demand discrepancy is considered. (SLD)

The study of early literature related to school psychology provides a fruitful source for understanding contemporary professional events and issues. It also reveals historical information in conflict with previously published accounts of the early history of school psychology. (Author)

This article describes what is known of Arnold L. Gesell's position in Connecticut between 1914-1919, including conditions of employment and responsibilities. While some questions remain unanswered regarding Gesell's acquisition of the title "school psychologist," it is concluded that he was the first U.S. practitioner to hold that title.…

Report on symposium by four school psychology leaders (Irwin Hyman, Jack I. Bardon, Douglas T. Brown, Margaret Dawson) who offer perspectives on the future plus review predictions made in 1978. Hyman reports on issues of role and function; Barton discusses how doctoral-level practice played out; Brown reviews importance of competency-based…

Provides overview of organizational development of school psychology in the 1960s that proceeded the founding of the National Association of School Psychologist (NASP). Offers an account of NASP's subsequent growth, accomplishments, and shortcomings. Based on address given at the 1993 NASP meeting. (Author/JDM)