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October 12, 2012 Tom Fagan University of Memphis

Oregon School Psychologists Association “Challenges and Accomplishments in the History of School Psychology”. October 12, 2012 Tom Fagan University of Memphis. Earlier OSPA Visit. Friday, April 10, 1987 Ashland Hills Inn Ashland, OR. The way it used to be (1969).

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October 12, 2012 Tom Fagan University of Memphis

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  1. Oregon School Psychologists Association“Challenges and Accomplishments in the History of School Psychology” October 12, 2012 Tom Fagan University of Memphis

  2. Earlier OSPA Visit Friday, April 10, 1987 Ashland Hills Inn Ashland, OR

  3. The way it used to be (1969) • The Fagans had no children and could self-direct their lives! Three children changed that. • School psychology was in a similar circumstance.

  4. 43 Years of NASP

  5. 42 Years of OSPA and Now • There was no NASP until March, 1969. AZ, KS, OK were the only states west of the Mississippi River at the 1968 Ohio organizational meeting. In 1970-71 OR had 10-15 NASP members, now about 300. NASP has 24,000+ members. • More than half the states were without a state association. Now every state has an association. OSPA began circa 1970, affiliated with NASP by 1976. • The only journals specific to school psychology were the Journal of School Psychology and Psychology in the Schools. Today there are at least 10 (JSP, PITS, SPR, SPQ, SPI, SPF, JASP, CJSP, JEPCons, IJSEP).

  6. Then and Now • There were an estimated 5,000 school psychologists in the United States. Today there are more than 30,000. You had less than 50? • The ratio in practice was about 1:7,000 and today it is estimated at 1:1,400 or less. OR ratio data sketchy but perhaps 1,700-2,600 by state data. • Most rural districts lacked services and many never had psychological services. Today all districts are required to provide psychological services.

  7. Geographical Distribution of “School” Psychologists 1953

  8. How are school psychologists dispersed geographically?Regional Percentages Are Stable Over Time.

  9. Number of School Psychologists

  10. Then and Now • There were about 100 training programs and now there are at least 240. • The specialist level (EdS) was infrequent, perhaps 3% held a doctoral degree, and most held a master’s degree. Today about 30% hold a doctoral degree and the specialist level is the accepted entry level. • A full-time school psychologist had a median salary of $12-15,000. Today we have an average of about $64,000.

  11. Training Program Growth

  12. The Big Changes Have Been in Regulation • Imagine practicing without parent permission! • Imagine a school district without FERPA! • Imagine special education without IDEIA (originally P.L. 94-142) • Imagine your assessment tools being most frequently the 1949 WISC, the 1960 Binet, Peabody Picture Vocabulary Test, Wide Range Achievement Test, Draw-A-Person, and the Bender Gestalt. NO WOODCOCK-JOHNSON!

  13. Imagine… • Special education without the category of Learning Disability • Mental Retardation was diagnosed at 1 S.D. below the mean (I.Q. 85 or less)! • Imagine being the school psychologist AND the Director of Special Education • You were the M-Team, the Placement Team, and the Due Process Hearing Officer. • Now you might be challenged for including a diagnosis in your report.

  14. Challenges to the field then… • Professional Identity • Specialty Recognition • Separation from Guidance & Counseling • National Visibility • Political Action • But, a word of thanks to APA’s Division of School Psychology is due.

  15. Challenges to the field when I was here in 1987 • Training Program Accreditation (NASP Approval was nearing completion) • Credentialing Issues, NCSP and Exam • Non-school Practice Privileges • Contractual Services • Role Expansion Beyond Assessment • Setting Expansion Beyond Special Education

  16. Challenges Now • The Persistent Doctoral-Nondoctoral Issue(e.g., APA Model Licensure Act Revisions) • Personnel Shortages and Diversity • Shifting Training Alternatives; Free standing and on-line programs. • The Challenge of Broad Competence ala NASP’s Blueprint III expectations • The expansion of the RTI model to other disability areas • Our co-dependent relationship with special education and eligibility services. • Balancing Special and Regular Education

  17. Gender (Total Field)

  18. 2009-2010 Survey EthnicityIn 30 years, the percent of non-Caucasians has increased only 5.3%

  19. Percent Age: 40 or Younger and 50 or Older

  20. Survey Questions and Implications 1999-002004-052009-10 Mean Initial Sp Ed 39.9 34.5 27.4 Mean Sp Ed Reevals 37.0 34.0 33.2 Mean 504 Plans 9.3 5.9 6.6 % No Counseling 23.8 29.4 32.2 % No Student Groups 54.8 60.1 % No In-Service Programs 25.9 32.7 29.7 % No Parent Presentations 69.4

  21. Percent of Total Work Time* • 504 Plan Development 2.80 • Initial Sp Ed Evals & Reevals 47.01 • Student Consultation (Individual & Group) 10.44 • Organizational/System Consultation 5.84 • Special Ed Focused Team 11.37 • General Ed Problem Solving Team 8.14 • Individual Student Counseling 5.75 • Student Groups 3.06 • In-Service for School Staff 2.79 • Presentations for Parents 0.76 *Not clear how these areas were defined,

  22. Ratio Improvement • 1914 1:80,000 • 1934 1:60,000 • 1950 1:36,000 • 1966 1:10,500 • 1974 1: 4,800 • 1984 1: 2,300 • 2004 1: 1,400-1,800 • 2009 1: 1,383 • School Counselors 1:477 (CA 5/30/04); Recommend: 1:250

  23. Percentage Trends in Graduate Preparation 69-70 80-81 89-90 99-00 2004-05 2009-10 • Masters 93 62 40.8 41 32.6 25.06 • Specialist 1.8 22 29.1 28.2 34.9 45.76 • Doctorate 3.4 16 28.1 30.3 32.4 24.17

  24. Emerging Non-Traditional Training Models 1. Free-standing professional schools expanding to offer degrees in school psychology (mostly Psy. D., some Nondoctoral) 2. On-line Programs (e.g., Argosy, Capella, Walden, add-ons to other programs as at Phil. COM) 3. On-line courses by traditional and non-traditional programs 4. Serve as sources for continuing education 5. What is the future for these models?

  25. Professional Associations • Division of School Psychology-APA, 1945 • National Assn. of School Psychologists, 1969 • International School Psychology Assn., 1982 • Canadian Assn. of School Psychologists, 1985 • Oregon School Psychologists Assn., 1970(?) • Numerous Related Associations at National and State Levels (e.g., CEC, AERA, ACA, NEA, OPA)

  26. Primary Journals • Journal of School Psychology (JSP) 1963 • Psychology in the Schools (PITS) l964 • School Psychology Digest (SPD) 1972 became School Psychology Review 1980 • School Psychology International 1979 • Canadian J. of School Psychology 1985 • Professional School Psychology 1986 became School Psychology Quarterly 1990 • Educational & Psychological Consultation 1989 • Journal of Applied School Psychology 2002 (formerly Special Services in the Schools, 1984) • European Journal of School Psychology 2004-2007 • School Psychology Forum: Research in Practice 2006(Online from NASP) • Intl. J. of School & Educational Psychology 2013

  27. 2009-2010 Contracts and Salary (Full-Time Practitioner) • Contracts: • 47.9% have contracts of 170 to 190 days • 38.7% have contracts of 200 days or more

  28. Salary Growth Estimates • 1890-1930 R=$1,000-$4,000 • 1939 R=$1,400-4,000 Mdn=$1,600-2,800 • 1954 R=$3,000-15,000 • 1960 Mdn=$7,000-7,999 • 1971 Mdn=$12,000-14,999 • 1976 Mdn=$16,000-18,999 • 1982 Mdn=$22,000-24,000 • 1985 Mdn=$25,000-27,000 • 1990 Mdn=$35,000-40,000 • 1999 Ave.=$49,000 • 2002 Mdn=54,480 • 2004 Ave.=60,581 • 2009 Ave. =64,168

  29. Symbols of Professionalization • Interested Practitioners • Professional Organizations • Body of Knowledge • Restricted Access to Knowledge • Codes of Conduct and Ethics • Specialized Training • Employment Opportunities • Literature • Credentialing • Accreditation • Autonomy • Tension, Struggles, and Conflicts

  30. Two Worlds of Historical Development

  31. Despite the “Doom & Gloom” Opinions of Some…School Psychology Is Doing Well. • Training program numbers are stable and programs are better dispersed geographically. • Jobs are plentiful, stable, and well paid. • Our historical connections to school settings and special education are strong. • Setting expansion has occurred but we retain our legacy with public education. • Functions are shifting with role stability. • You are providing an important service no matter what the inside critics say. Can you name any organized effort to diminish school psychology that is having success?

  32. Strong National Salary Recognition $49,089 Ave. for NASP Members 1999 $54,480 Median 2002 (Bureau of Labor Statistics) $60,581 Ave. for NASP Members 2004-2005 $63,029 Mdn. Market Outlook Excellent, “Best Careers for 2007” (USNWR 3/19/07) $62,072 AOL “Cushy Jobs” (1/07/08) $62,600 Mdn. (USNWR, “Best Careers” 3/08) $66,040 Mdn. (USNWR, Best Careers 2011 posted (12/6/10)

  33. Media Appraisals • CNN.com (9/7/04) “School Psychologist Shortage has Impact” • USNWR (2009) “one of 50 best careers of 2010. • www.usnews.com/money/careers/2009/12/28/school-psychologist-2.html search for school psychology article. • www.careerbuilder.com search “school psychologist” and see job listings. • Occupational Outlook Handbook 2010-2011 • www.bls.gov/oco/ocos056.htm • USNWR, 2010 • http://money.usnews.com/money/careers/articles/2010/12/06/best-careers-2011-school-psychologist.html

  34. How attractive are job prospects? • Historical Legacy of Personnel Shortages • Employment Demand Strong but varies by location and region • Be Vigilant of Threats to Job Security • Role and Setting Expansion • Retirements a Strong Influence for Future • Need for Ethnic and Linguistic Diversity • In 2007-08, 81 Institutions (about 1/3rd) searched for 100 positions; perhaps half unfilled. In 2008-09 there were 49 seeking 53 positions. In 2009-10 there were 26 seeking 29 positions. In 2010-11 there were 45 seeking 50; 2011=31 for 33. Already 17 searching for 19 faculty for 2013.

  35. How Sweet It Is! In how many psychology fields can you enter independent practice with a valid credential at the non-doctoral level; earn $45,000+ in your first year in a 10-month job; get annual raises; enjoy medical, disability, and retirement benefits; have your equipment, space, and staff support provided; and expect uninterrupted employment. The answer is one field: School Psychology

  36. You continue to be the silver lining behind the clouds in the lives of children!

  37. Vinny Martin, OSPA Bulletin, Winter 2001, p. 7 “It’s not easy being a school psychologist… sometimes… We have a lot to offer students, their families, and staff…sometimes…Much is expected from us…sometimes… Little is expected from us…sometimes… What really counts though , is what we expect from ourselves: to be the best trained health care professionals in our schools and offer a comprehensive service delivery model…all the time.”

  38. For more than 40 years OSPA has been the rising sun for school psychology in Oregon!

  39. You are the future, and you will be our history.

  40. Thanks for 43 Great Years!

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