ERIC Number: EJ868083
Record Type: Journal
Publication Date: 2009-May
Reference Count: 0
Advocating for School Psychologists in Response to the APA's Proposed "Model Act for State Licensure of Psychologists"
Skalski, Anastasia Kalamaros
Communique, v37 n7 p1, 28-29 May 2009
On March 6, 2009, the APA Model Licensure Act Task Force released its second draft of the policy document known as the proposed "Model Act for State Licensure of Psychologists". This policy document serves as guidance to state legislatures for how they should set up their psychology licensing laws. The general expectations promoted in the model act are that professionals seeking to use the title "psychologist" and to render "psychological services" are to be doctoral level psychologists only. However, given the growing credentialing of school psychologists by state boards of education, previous versions of the APA model act included an exemption to this doctoral-only standard. Over the last 3 decades since the exemption practices began, school psychology has developed into a distinct, well-established profession with a rich body of supporting scholarly research. This exemption has been appropriate and necessary and has helped pave the way for the development of the profession and the high standards for the credentialing of school psychologists required by state education agencies. In this article, the author discusses the proposed revisions to the 1987 APA model act and advocates for school psychologists in response to the APA's proposed model act.
Descriptors: Psychological Services, School Psychologists, School Psychology, Standard Setting, State Standards, Position Papers, Policy Analysis, Policy Formation, Advocacy, State Licensing Boards, Counselor Certification
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: firstname.lastname@example.org; Web site: http://www.nasponline.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Authoring Institution: N/A