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ERIC Number: EJ860971
Record Type: Journal
Publication Date: 2009-Nov
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0033-3085
Limited Prescription Privileges for Psychologists: Review and Implications for the Practice of Psychology in the Schools
Ball, Carrie R.; Kratochwill, Thomas R.; Johnston, Hugh F.; Fruehling, J. Jay
Psychology in the Schools, v46 n9 p836-845 Nov 2009
In this article, we present a balanced view of the prescriptive authority debate in relation to five major issues and within the context of the practice of psychology in the schools: (a) appropriate training, (b) quality of care, (c) access to services, (d) continuity of care, and (e) professional identity. We also provide an analysis of the quality and relevance of each issue within the school practice context. Despite the increasing momentum of the prescriptive authority initiative at the state level, it seems unlikely that prescription privileges will be extended to psychologists working in school-based practice settings. Nevertheless, informed school psychologists have the opportunity to become involved in this issue at both the national and state levels. These efforts may take the form of supporting or opposing the initiative or of lobbying for extension of prescriptive authority into some school settings. At the individual level, informed school psychologists will have the opportunity to develop strong working relationships with prescribing psychologists in their communities and to exercise appropriate professional judgments when referring students or families for services in the community.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A