ERIC Number: ED406607
Record Type: RIE
Publication Date: 1996
Making Psychologists Indispensable in Schools: Do We Really Have To?
Powerful economic, social, and political forces are reshaping schools as well as the perceptions of legislators, government officials, school boards, administrators, teachers, businesses, and parents regarding the kinds of pupil services that are needed in schools. At the national level the trend toward shifting decision-making power away from the federal level to the state, and then to county and local decision making bodies frees local decision-makers of federal reporting and oversight requirements, but brings with it less federal revenue. To try to meet current and anticipated needs on what are often stagnant or decreasing budgets, school boards and administrators have begun to adopt cost-cutting, bottom-line oriented approaches to service delivery. The relative health of some psychological service units appears to be a function primarily of difficult to replicate community-specific factors, and long-standing legislative and legal factors. The protections afforded by state legislation no longer appear to be as ironclad as they once were. Four categories of activity that can help psychologists position themselves for survival in this changing practice landscape are: (1) seek continual improvement in the science and practice of psychology; (2) expand competencies to meet school needs of today and tomorrow; (3) engage in legislative, legal, and regulatory advocacy; and (4) engage in educational advocacy to establish connections with local community decision-making bodies. (JBJ)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Making Psychologists in Schools Indispensable: Critical Questions and Emerging Perspectives. Greensboro, NC. ERIC Counseling and Student Services Clearinghouse, 1996. p97-104; see CG 027 464.