Recounts contributions of women in school psychology from Thayer Conference to present. Examines contributions in terms of four periods in development of school psychology: formative years, struggle for recognition as professional specialty, collaboration with other organizations, and present ambiguity. Notes that historically school psychology…

Arnold Gesell's (1880-1960) qualifications, career, experiences, and the events which led to his official appointment as the first school psychologist in the United States are discussed. Gesell was influenced by Hall's thinking, and his graduate studies were a combination of experimental, developmental, and clinical psychology. (JAZ)

The study of early literature related to school psychology provides a fruitful source for understanding contemporary professional events and issues. It also reveals historical information in conflict with previously published accounts of the early history of school psychology. (Author)

The founding, growth, activities, publications, and accomplishments of the National Association of School Psychologists since its inception in 1969 are reviewed. (MH)

Most school psychologists lack information about their organizational history and the development of what is now a strong state and national network of professional groups. This article attempts to bridge this gap, describing the evolution of professional groups and their growth in recent decades. (Author)

Traces organizational roots of Division 16 of the American Psychological Association (APA) and of National Association of School Psychologists from the founding of APA to present. Focuses on significance of these organizations and their contributions to development of school psychology. Describes trends in structure and characteristics of the…

Examines issues raised at earlier symposium in 1978 by Jack I. Bardon, Irwin Hyman, Douglas T. Brown, including standards for providers and impact of special education on the profession. Reviews predictions and provides survey evidence for future considerations, including continual need to recognize importance of competency-based training with…

Provides overview of organizational development of school psychology in the 1960s that proceeded the founding of the National Association of School Psychologist (NASP). Offers an account of NASP's subsequent growth, accomplishments, and shortcomings. Based on address given at the 1993 NASP meeting. (Author/JDM)

Presents a perspective on the last five years of "School Psychology Review" (SPR) under editorship of Edward S. Shapiro. Provides content analysis of types of articles published by content affiliation of primary authors. Results suggest that SPR remains a highly competitive journal in school psychology and has expanded its influence into multiple…

School psychologists' concerns about collective bargaining issues are examined: organizational model; fair representation; unit alignment; the negotiation process and professional concerns; and the delegation of decision-making power. An example of a cooperative approach which overcomes some of these problems is presented. (MH)

Reviews history of Trainers of School Psychologists and Council of Directors of School Psychology Programs and presents critical assessment of their impact on the field of school psychology. Concludes that, as diversity and specialization within school psychology continues to increase, these organizations may be even more important. (Author/NB)

Traces historical development of regulatory practices in school psychology for individual and institutional credentials. Presents certification from state departments of education, licensure by state psychology boards, and credentials administered by professional groups (National Register of Health Services Providers in Psychology, National School…

Article from paper presented at 24th annual convention of National Association of School Psychologists (NASP) in 1992. Identifies current issues in school psychology revolving around five points: its role in reform, current educational structures, response to increasingly multicultural and pluralistic society, uniting home and school to enhance…

This article describes what is known of Arnold L. Gesell's position in Connecticut between 1914-1919, including conditions of employment and responsibilities. While some questions remain unanswered regarding Gesell's acquisition of the title "school psychologist," it is concluded that he was the first U.S. practitioner to hold that…

Report on symposium by four school psychology leaders (Irwin Hyman, Jack I. Bardon, Douglas T. Brown, Margaret Dawson) who offer perspectives on the future plus review predictions made in 1978. Hyman reports on issues of role and function; Barton discusses how doctoral-level practice played out; Brown reviews importance of competency-based…