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ERIC Number: EJ961865
Record Type: Journal
Publication Date: 2011-Dec
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0164-775X
Lowering Barriers to Progress at the State Level
Hite, John; Boulos, Jayne
Communique, v40 n4 p24-25 Dec 2011
On September 27th, Maine finally joined 47 other states in allowing the use of the term "school psychologist" for those holding a masters or specialist degree. Furthermore, Maine has become the first and only state to write the NASP Practice Model into law, thus holding school-based psychologists to the highest professional standards. This change helps those who hold this school psychology credential to focus on prevention and intervention, thus ensuring maximal care for our children and families. By adopting this legislation, Maine is leading the way in recognizing the value of defining the comprehensive and integrative service model as an essential part of helping all children. Getting to this place has been a long journey that required significant communication and professional advocacy efforts. This article shares the authors' experiences in Maine which left them with the strong impression that it is incumbent upon school psychologists to take on advocacy roles for education with their state legislatures. They believe school psychologists are the perfect liaisons between policy and practice; they are in the best position to actually elicit change in helping families. Creating relationships, going to hearings, and going to work sessions are very meaningful ways for school psychologists to offer support and make a difference in issues critical to the children they serve.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maine