The National Association of School Psychologists (NASP) established a policy in 1989 mandating a national study of the field every 5 years. The purpose of the studies was to generate a comprehensive description of the field of school psychology across the United States, as well as to allow for analyses of changes in the field over time. The first…

Concerns regarding whether a sufficient supply of school psychologists exists have been evident for decades. Studies have predicted that school psychology would face a critical personnel shortage that would peak in 2010, but continue into the foreseeable future. The current study is a 10-year follow-up investigation based on previously published…

Every 5 years, the National Association of School Psychologists (NASP) conducts a national study of the field. Surveys are sent to randomly selected regular members of NASP to gather information on school psychologists' demographic characteristics, context for professional practices, and professional practices. The latest iteration of the national…

In the past 2 decades the number of women in the field of school psychology has increased markedly, with some estimates suggesting that approximately 8 out of 10 school psychologists are women, but the percentage of school psychologists who are White has remained constant at approximately 90%. This study was conducted on behalf of the National…

This study investigated school psychologists' continuing professional development (CPD) activities, topics, needs, motivations, financial expenditures, and opinions, as well as relationships between select demographic characteristics and certain CPD practices and preferences. A survey was mailed to 1,000 randomly selected Regular Members of…

While school psychologists debate issues such as the importance of alternative service delivery versus traditional assessment, and doctoral versus nondoctoral entry criteria for the profession, the crucial question remains of where school psychologists fit into school reform. The assumption of this mini series is that school psychologists are not…

Describes the need for school and school psychological reform for greater student success. Although there has been significant progress in the development of training and credentialing standards in school psychology during the last half-century, many issues remain unsolved. Addresses training challenges by describing components of effective…

Examines and discusses the principles and practices of organizational changes as they relate to efforts to bring about meaningful school reform, with an overview of a six-step model for collaborative planning and problem solving. (Author/JDM)

Proposes that a national database that allows for analyses of the demographic characteristics and the professional practices of school psychologists is essential to both represent and advance the field. Surveys 20% of all Regular members of the National Association of School Psychologists, asking for responses to items relating to a range of…

Trends in data from the past to the present are described for demographic variables (gender, race and ethnicity, preparation levels, credentialing, age and experience) and ratio of students to school psychologists. School psychology in the United States will continue to be characterized as primarily Caucasian, specialist- level and female through…

Systems analysis and synthesis are applied to the supervision of school psychological services. A brief review of the key concepts of systems theory is followed by an explanation of one possible system for supervision. Illustrations of the usefulness of the systems approach to supervision are included. (Author)

Presents a response to "School Psychology Training for the 21st Century: Challenges and Opportunities" (this issue). The author highlights additional points to consider, including performance-based accountability and expertise in system level change. (GCP)

Trends in data from the past to the present are described for demographic variables (gender, race and ethnicity, preparation levels, credentialing, age and experience) and ratio of students to school psychologists. School psychology in the United States will continue to be characterized as primarily Caucasian, specialist-level and female through…

Examines relationships between the professional practices of school psychologists and the factors of practitioner training, experience, gender, school district setting, and students-to-school-psychologist ratio. School psychologists with more years of experience and higher levels of training were found to have served more students through…

Notes that graduate training programs face challenges, as well as opportunities, in fulfillment of their responsibilities to prepare school psychologists for entry into professional practice. Examines nature and origins of potential changes facing school psychology and discusses adequacy of current training programs. Discusses future implications…