Stacy Kalamaros Skalski, Ph.D. NASP Director of Public Policy Email: sskalski@naspweb

1. Responding to the Proposed APA Model Act Using NASP Resources Stacy Kalamaros Skalski, Ph.D. NASP Director of Public Policy Email: sskalski@naspweb.org Podcast Presentation April 2009

2. Presentation Topics • A brief overview of APA’s proposed Model Act for the Licensure of Psychologists (2009) • A summary of how these changes could impact the title and practice of school psychologists • A review of available NASP resources for responding to the proposed language • Tips for your advocacy response

3. What is the APA Model Act for State Licensure of Psychologists? • An official policy document of the American Psychological Association. • The purpose of the document is to provide prototype language to be used by state policy makers in drafting legislation and regulations for licensing psychologists. • Last “official” revision was in 1987. • In 2007 the first draft with proposed revisions was released. • On March 6, 2009, a second draft was released.

4. Basic Tenants of the Model Act • APA recommends restricting the titles and terms “psychologist”, “psychology”, and “psychological” to use by those persons who • have an earned a doctorate in psychology • are licensed by state psychology licensing boards. • APA also recommends that the practice of psychology, as defined in the MLA, be restricted to those who hold doctoral degrees and are licensed psychologists.

5. School Psychology Exemption • Since 1977, APA’s model act included an exemption from state licensure under the Act, allowing school psychologists to use the title “school psychologist” and to practice school psychology, provided they were: • Appropriately credentialed by their State Education Agency (SEA) • Practicing only in school settings

6. The Proposed Model Act Changes Most Critical to School Psychology • Removed the exemption language for non-doctoral school psychologists • Imposed restrictions on the use of the title “school psychologist” and the practice of doctoral level school psychologists • Changed school psychology from a “specialization” within psychology to a “foundation of practice.” • Challenges the authority of State Education Agencies to regulate practice in schools • Exempted licensed psychologists from the title and practice restrictions recommended for school psychologists.

7. Removal of the Exemption and Restrictions on Doctoral School Psychologists The language reads…. (3) “The prior version of this model act included an exemption for the use of the terms school psychologist or certified school psychologist for all individuals credentialed by the state agency regulating practice in public schools. This version restricts the use of the term school psychologist or certified school psychologist to individuals who: 1) have a doctoral degree in psychology; 2) are certified by the state education agency; and 3) are using the terms only during their practice in the public schools.” (Proposed Model Act, 2009, p.15)

8. Issues Related to this Language • Prohibits specialist-level school psychologists from using the title or engaging in practice • Permits doctoral level professionals to use the title when working in schools, universities or research settings. • Restricts the provision of school psychological services to “psychoeducational” services. • Requires that the doctoral degree be in the area of psychology. • Restricts the use of the title “school psychologist” to public school settings.

9. Specialization v. Foundation of Practice 1987 Model Act Language says… “This provision recognizes the broad areas of specialization (e.g. clinical, counseling, school, industrial/organizational) and emerging specialties (e.g. neuropsychology, environmental) and the variety of academic training as separate from proficiencies. For decades, APA has recognized that areas of practice in specialization areas required specialized training….This limitation is intended to ensure that a psychologist trained in one area (e.g. experimental, development) will not practice in another area (e.g., counseling, industrial/organizational) without completing a retraining program.”

10. Specialization v. Foundation of Practice, continued The 2009 proposed language says… “The provision of the Act is intended to ensure licensed psychologists who provide services will not practice outside the limits of their competence….The Board should recognize that training in psychology includes broad and general training in scientific psychology and in the foundations of practice. Practice areas include: clinical psychology, counseling psychology, school psychology, industrial-organizational psychology and other developed areas of practice.” (The Proposed Model Act (2009), p.13)

11. Issues Related to this Language • This language threatens the integrity of the profession and rejects the rich body of scholarly research that establishes school psychology as a developed area of practice distinct from general psychology.

12. Challenging the Authority of State Education Agencies to Regulate Title and Practice • The model act also challenges the authority of the State Education Agency to: • choose a title for a credential that the state education agency issues; • regulate school-based practice for the provision of school psychological services; • establish standards for who may provide school psychological services in school settings

13. Exempting Licensed Psychologists from State Credentialing Standards Here’s the language used in referring to doctoral school psychologists working in public schools… “…shall be restricted in their practice and in the use of such title to those settings under the purview of the state education agency. This provision is not intended to apply to licensed psychologists.” (p.16)

14. Issues Related to this Language If you combine the proposed changes in language regarding school psychology being a respecialization v. a foundation of practice and consider the language exempting licensed psychologists…. • It can be interpreted that licensed psychologists without school psychology training could use the school psychologist title and engage in school psychology practice without violating credentialing standards or ethics.

15. Why is it so important to understand and respond to these changes? • NASP is committed to supporting school psychologists’ rights to retain their title and to protecting school psychology practice. • Credentialing for school psychologists is determined state by state, even though there are national standards and recommendations, so state leaders own the responsibility to monitor public policy changes and to advocate for school psychology title and practice at the state level. • Credentialing requires a STATE level response.

16. Background on State Credentialing School psychologists have been credentialed by SEAs long before licensure standards were set for psychologists. The title “school psychologist” is an accurate reflection of the training and supervised field-based experiences in psychology and education required for credentialing in the states.

17. The Title “School Psychologist” … has been widely recognized for both specialist level and doctoral level degrees since the 1950’s … has been specifically acknowledged by APA governance through the exemption language since 1977

18. Credentialing Facts In 49 states and D.C. school psychology credentialing, title, and school-based practices are regulated by state boards of education, not psychology licensure boards. Nearly 90% of the 50 states and DC use “school psychologist” within the title of the credential from the state education agency. The school psychologist credential is accorded both to specialist level and doctoral level practitioners in most states.

19. What We ALL Need to Do We all need to be proactive in advocating for APA to retain the 1987 school psychology exemption in its model act We need to promote school psychology so that people understand the importance of preserving these services and uniquely trained professionals. We all need to gather support from other stakeholder groups and ask for them to advocate on our behalf. We all need to develop clear plans of action at individual, local, state, and national levels.

20. Top 10 Things Individuals Can do to Respond to the Model Act

21. Top 10 Things that Individuals Can Do to Help • Send a letter to APA asking for the school psychology exemption to be reinstated. DEADLINE June 5, 2009 http://www.nasponline.org/standards/apaletters/oneclick_apa.aspx • Learn about the specific details and implications of the proposed model act so that you can answer questions in discussions about the proposed model act. http://www.nasponline.org/standards/apamla.aspx

22. Top 10 Things that Individuals Can Do to Help,continued 3. Regularly review information about the proposed model act that is posted on the NASP website or contained in either NASP or APA Division 16 publications or materials. 4. Promote school psychology and school psychological services in your local school district. http://www.nasponline.org/advocacy/psychservicesroadmap.aspx

23. Top 10 Things that Individuals Can Do to Help,continued 5. Build relationships with key policy makers in your local school district, state education association, psychology licensing board, and state legislature. As your relationship grows, share your knowledge and opinions about the proposed model act. 6. Ask these key policy makers to send a letter to APA in support of the reinstatement of the school psychology exemption.

24. Top 10 Things that Individuals Can Do to Help,continued 7. Learn about the legislative process in your state so that you can personally monitor any revisions to your state psychology licensing laws. 8. Review the agenda for state psychology board licensing meetings and attend any meeting where there are plans to discuss licensing requirements.

25. Top 10 Things that Individuals Can Do to Help,continued 9. Check with your state association to find out about their response and to see how you can be involved. http://www.nasponline.org/about_NASP/links_state_orgs.aspx 10. Notify school psychology association state and national leaders if you discover anything that relates to the model act.

26. What State Associations can do to Respond to the Model Act

27. Top 10 Things State Associations Can Do to Help 1. Identify leaders and a clear set of procedures for monitoring and responding to the introduction of potentially harmful state legislation, regulations or policies. 2. Conduct a needs assessment of the advocacy skills and knowledge of leaders and members. Prepare school psychologists as needed so that they clearly understand key advocacy messages and specific strategies that they can personally use in responding to this issue. Consult the NASP GPR Committee as needed in building this capacity.

28. Top 10 Things State Associations Can Do to Help, continued 3. Conduct a “risk” assessment of how vulnerable your state is to potential policies or legislation that would remove the right of non-doctoral school psychologists to use the “psychologist” title and to engage in psychological practice in school settings. (Exhibit J) 4. Complete the NASP Advocacy Roadmap for States: Profile of School Psychology Credentialing and Psychologist Licensing (Exhibit D).

29. Top 10 Things State Associations Can Do to Help, continued 5. Respond to the data gathered by developing a State Action Plan (Exhibit I). To be most useful, the state plan should have concrete recommendations of specific actions (i.e. advocacy training, developing a legislative alert system, set up a phone tree for contacting legislators, etc.) to be taken to improve awareness, communication and message development, and advocacy skills. 6. Set up ongoing monitoring and evaluation system of State Action Plan (Exhibit I) to ensure that all activities are completed on time and all pertinent information is communicated to state school psychology leaders and grassroots advocates.

30. Top 10 Things State Associations Can Do to Help, continued 7. Establish communication methods with state school psychologists where regular updates are posted, questions answered, and time-sensitive action requests can be made. Suggestions include: website bulletin boards, blogs, brief email announcements, and “alert systems” that include emails, phone calls, or other types of announcements. Appoint specific leaders as responsible for managing all communications. 8. Identify and reach out to key stakeholders and allies. Build coalitions that can be helpful in responding to this crisis while also building collaborative relationships and promoting shared missions regarding advocacy for essential student services.

31. Top 10 Things State Associations Can Do to Help, continued 9. Prepare information packets or an “issue kit” that can be accessed easily and quickly. Select key materials and information that succinctly explains the problem and how it can be resolved. Consult the NASP Advocacy Roadmap for States materials for ideas of key materials and resources. 10. Work with state administrators, psychology licensing boards, state credentialing boards, and other public policy agencies and personnel to work out agreements that articulate why school psychologists are essential to the mission and purpose of schools. Be patient and never give up.

32. What State Associations Can Do to Help NASP has an MLA Advocacy Roadmap in the Advocacy section of the NASP website. This roadmap gives specific directions to states to help them prepare for whatever happens with the MLA

33. The Advocacy Roadmap for States: Navigating a State Level Response to the APA Model Act for the State Licensure of Psychologists

34. What is the Advocacy Roadmap? • A set of tools designed to help state associations plan their grassroots advocacy response to the American Psychological Association’s proposed Model Act for the State Licensure of Psychologists (2009). • http://www.nasponline.org/standards/stateadvocacyroadmap.aspx (Members Only)

35. Contents of the Advocacy Roadmap • Brief and more comprehensive materials explaining the Model Act • Proposed “10-step” grassroots advocacy timelines and simple “to do” lists for state associations • Links to online resources for general advocacy and explicit model act discussions • Data gathering tools to assist states in preparing a response • A state action planning template

36. Brief Exhibit A: Overview of the Model Act Exhibit O: History of NASP Activities Exhibit F1: Overview of NASP Detailed Analysis (2009) Exhibit M: National and State Orgs Sending Letters Exhibit P: Examples of materials developed by states Comprehensive Exhibit C: Four Related PowerPoint Presentations Exhibit F2: Detailed Analysis of APA Proposed Model Act (2009) Brief and Explicit Tools to Explain the Model Act

37. Grassroots Advocacy Timelines • Exhibit B: Timeline for State and National Grassroots Advocacy Response • Exhibit N: Quick “To Do” List for States • Exhibit E: Checklist for State Advocacy Planning

38. Online Resources • Exhibit G: Summary of School Psychology Advocacy Materials • Exhibit H: Summary of Critical Resources for States • Exhibit L: Assistance Available to States • Exhibit K: Frequently Asked Questions about Working with a Lobbyist

39. Data Collection Tools • Exhibit D: Profile of School Psychology Credentialing • Exhibit J: Risk and Asset Assessment Questionnaire

40. State Action Planning Template • Exhibit I: State Advocacy Action Planning Template

41. Prepare for State Advocacy Response • Consult the NASP Advocacy Roadmap for States • www.nasponline.org/standards/stateadvocacyraodmap.aspx • Review all materials and complete state credentialing profile • Develop a State Action Plan • Monitor All Legislative and Regulatory Activity in your State • NETSCAN Legislative Tracking Alerts • General Assembly/State Legislature Website • Psychology Licensing Board Activities

42. Remember:You do not need to reinvent the wheel as you develop your state level plans.NASP provides you a variety of resources to assist your advocacy efforts.

43. Acknowledgments • Thanks to the following people who also contributed to this presentation: • Rhonda Armistead, Immediate Past-President; rbarmistead@earthlink.net • Joan Bohmann, Consultant for Professional Standards & Continuing Professional Development; jbohmann@naspweb.org • Gene Cash, NASP President, gcash1@aol.com • Jennifer Kitson, NASP Secretary; jkitson@eaglecom.net • Kathy Pluymert, Program Manager, Professional Standards; jkpluymert@aol.com