How Is School Psychology Doing: Why Hasn't School Psychology Realized Its Promise?

• Published in: School psychology 2020-11, Vol.35 (6), p.367-374
• Main Authors: Conoley, Jane Close, Powers, Kristin, Gutkin, Terry B.
• Format: Article
• Language: English
• Subjects: Child Psychology; Counselor Role; Early Intervention; Educational Experience; Educational psychology; Evidence Based Practice; Health Promotion; Human; Intervention; Leadership; Population; Positive Behavior Supports; Prevention; Professional Consultation; Resilience (Psychology); Resistance (Psychology); Roles; School discipline; School Psychologists; School Psychology; Treatment; Well Being
• ISSN: 2578-4218; 2578-4226
• DOI: 10.1037/spq0000404

We take a look back to 1995 when Conoley and Gutkin shared their vision for an adult-focused practice of school psychology with a primary focus on developing health-promoting systems for schoolage children. We then look to the present to what has happened and not happened to substantiate their vision. We found very encouraging developments and continuing challenges in the research targets and practice roles of school psychologists. There is no shortage of evidence-based strategies to improve the school experience of all children. The opportunities offered by, for example, the Multi-Tiered Systems of Support paradigm are promising, but it is unclear whether school psychologists are assuming leadership roles in this work. Furthermore, incorporating postdoctoral specialties is a promising role expansion for school psychologists, but most of the specialties keep the psychologists' focus on individual child assessment and treatment. School psychology is a very large professional tent with room for many approaches to preventing childhood disorders and promoting behavioral and academic success. Graduate education and current practice seem to reflect the traditional test and place roles for psychologists that Conoley and Gutkin hoped to expand beyond 25 years ago. Research efforts and national organization supports are hopeful, however, for a reimagined practice of psychology that makes use of the powerful ecosystems that affect children's well-being. Much work is yet to be done. Impact and Implications The authors offer a critical analysis of the extent to which the profession of school psychology has influenced schools and schooling in systematic and structural ways. They argue that the promise of school psychology is to prevent children's learning and behavioral health issues by organizing systems of care among all the adults connected with the children. Readers may find descriptions of current directions in the field as exciting opportunities to expand their professional roles or research targets.