THE ROLE OF THE SCHOOL PSYCHOLOGIST IN GENERAL EDUCATION

(Revised 11/08/03)

THE ROLE OF THE SCHOOL PSYCHOLOGIST
IN GENERAL EDUCATION

School psychologists provide a unique To accomplish this objective the school
contribution to the educational system. psychologist provides services to
In this era of accountability, choice, and children, teachers, parents, community
the need for schools to document the agencies, and the school system itself.
scientific integrity of interventions, These services include:
school psychologists are more essential
than ever. They are highly trained in a) Consultation with school
both psychology and education. Most administrators concerning
have Masters degrees or higher appropriate learning objectives
involving advanced training in for children, planning
assessment, curriculum, intervention developmental and remedial
and research. With such a background, programs for pupils in regular
they are highly qualified to provide and special school programs,
assistance to school personnel and and the development of
parents regarding emotional, behavioral educational experimentation and
and learning challenges facing children, evaluation.
as well as to provide expertise in the
area of systems change. Far too often b) Consultation with teachers in the
school psychologists are relegated to development and
the area of special education, spending implementation of classroom
much of their time assessing students to methods and procedures
determine eligibility. This is in part due designed to facilitate pupil
to funding models utilized by many learning and to overcome
districts. In a changing educational learning and behavior disorders.
environment emphasizing accountability
and student outcomes, school c) Consultation with parents to
psychologists are poised to help schools assist in understanding the
solve critical problems raised by No learning and adjustment
Child Left Behind to assure the success processes of children.
of each and every child.
d) Consultation with community
The California Education Code (E.C. agencies, such as probation
49424) provides a definition and departments, mental health
description of school psychology clinics, and welfare departments,
services that delineates a broad based concerning pupils who are being
role for school psychologists: served by such community
A school psychologist is a credentialed agencies.
professional whose primary objective is
the application of scientific principles of e) Consultation and supervision of
learning and behavior to ameliorate pupil personnel services
school-related problems and to facilitate workers.
the learning and development of
children in the public schools of f) Psychoeducational assessment
California. and diagnosis of specific
learning and behavioral
disabilities, including, but not
limited to, case study evaluation,
recommendations for
remediation or placement, and

periodic reevaluation of such behavioral challenges occur, the school
children.
g) Psychological counseling of and psychologist can lead the problem
other therapeutic techniques with
children and parents, including solving process. This entails: (a) the
parent education.
This paper attempts to further explain identification of the problem impeding
the background and training school the child’s progress academically and/or
psychologists possess, and the full
range of services they can provide to socially; (b) analyzing the collected data,
schools, districts, county offices of
education, parents and the community. and (c) assisting and collaborating in the
It is divided into 14 areas, some of
which may overlap in various aspects. development of a plan to help the

student

I have a disruptive succeed.

ASSESSMENT student in my class. Once the
Who can help me plan is in
understand the place, the
behavior and develop school
a positive behavior psychologist
support plan? supports the

School psychologists have knowledge general

and skills that will be essential to education staff by developing a progress
monitoring process for the student’s
districts in responding to the current

educational focus on assessment and behavioral support plan.

accountability (such as API and AYP

determinations). They are experts in test CONSULTATION

construction, administration and School Psychologists can serve as a
valuable consultant to support many
interpretation. As such they understand aspects of schooling. Most importantly,
since they are uniquely trained in the
the qualities of psychometrically sound understanding of thinking, memory, and
cognitive and motivational processes,
measurement, school psychologists can also offer their
knowledge regarding a variety of other
Who can assist us in how to collect issues including: social-emotional
development; positive pro-social skills;
interpreting and integrate conflict management; and crisis
disaggregated multiple recovery. With the increasing emphasis
sources of on ongoing assessment and
assessment data data, how to accountability, psychologists can consult
and tying it to link data to with teachers and parents to deal with
classroom classroom issues such as test anxiety in students,
and to assist in understanding the
performance? results of various assessments. School
psychologists have the expertise to
performance assist individual students, classrooms,
and entire school to enhance the
and interventions, and how to interpret learning experience for all.

and communicate findings regarding

data. School psychologists have training

and experience in the use of

assessment data to improve student

learning. Such expertise is of marked

benefit to schools working toward

implementing assessment systems

whose purpose goes beyond

accountability to understanding

individual student success.

CLASSROOM AND BEHAVIOR CRISIS INTERVENTION
MAN AGEMENT
School psychologists are trained to
School psychologists support general coordinate intervention strategies for
education staff to include all children in management of individual and school-
their educational program. When wide crises. They have knowledge of
current theory and research about crises

CASP – General Education 2

in schools and communities; are able to INTERFACING WITH
COMMUNITY AGENCIES
provide crisis intervention services; and A child’s ability to learn is often
impacted by factors including home
frequently collaborate with school climate, health, and social/emotional
stressors. The school psychologist helps
personnel, to support students and families who
require services beyond a school’s
Who can assist parents, and the capabilities by interfacing with
our school in community in the community agencies and maintaining a
resource list of appropriate services.
dealing with the aftermath of The school psychologist may help to
connect parents with potential resources
accidental death crises (e.g., by making initial contacts with various
of a staff suicide, death, agencies. When a child is represented
natural disasters, by multiple agencies, the school
member or a murder, bombs psychologist facilitates communication
student? between the agencies so that the team
works together in order to provide the
or bomb threats, most comprehensive and supportive
services.
extraordinary violence, sexual

harassment, etc.).

The California Association of School

Psychologists (CASP) has developed a

Crisis Specialty Group which consists of

a network of school psychologists

throughout California who are trained in

evidence-based prevention and

intervention strategies. Members of this

committee provide direct consultation to

districts throughout California in the PARENT EDUCATION

aftermath of school tragedies, and train With their background in mental health

school site personnel in prevention issues and learning, school

strategies. psychologists are able to provide

parents with a wealth of information,

GIFTED AND TALENTED EDUCATION training and resources on a variety of

School psychologists possess expertise topics. These include helpful solutions

in the areas of cognitive assessment for individual Who can help
concerns in such me deal with
and learning which enable them to areas as:
behavioral my child’s
assist schools in the identification of interventions for temper
tantrums?
gifted students and provide consultation

to assist these students in maximizing

their potential. This includes training preschool and

teachers to differentiate the curriculum, school age children; learning strategies

which is a useful strategy for students that parents can utilize with their

with all levels of children; referral to community

I have a GATE academic ability. resources; home interventions for
student in my School
class who psychologists ADHD; and lists of book references on
won't complete understand the
his work. What special various topics. School psychologists
can I do to social/emotional
motivate him? needs of gifted and also provide trainings for parents at the

school site level as well as the district

level on topics such as: dealing with

your ADHD child; learning and

talented students motivation; parenting skills; and issues

and can assist school staffs in both related to G.A.T.E. students.

understanding and helping to address

these needs.

CASP – General Education 3

PREVENTION AND EARLY School psychologists, with their mental

INTERVENTION RELATED health background, are key personnel to

TO SCHOOL FAILURE address these issues in the educational

There is more information now than ever setting. Prevention programs are well

on why students fail. Students drop out known to be more cost effective than

of school for a myriad of reason later intensive intervention programs.

including grade We have too many Some of the most successful prevention
retention, poor students being
reading skills, recommended for and early intervention programs in which
failure to form retention. How can
important bonds we provide effective school psychologists are involved
with school staff early intervention?
include: the Primary Prevention

Program; Student Assistance Programs

providing support groups on a variety of

and/or lack of topics; various suicide prevention

achievement motivation. Research has programs; whole class affective

shown that prevention and early education programs; peer counseling

intervention are more likely to curb programs; and school-wide character

school failure than later attempts. Our school is education and
School psychologists’ knowledge of the experiencing an bully prevention
programs. In
academic and affective skills that increase in addition, they help
bullying develop school-
contribute to school success is an behaviors at wide programs
such as training of
invaluable resource for developing recess. How do conflict managers.
we turn this School
preventive and early intervention
around?
initiative. For example, school

psychologists can assist schools and

districts in establishing multi-tiered

screening procedures that identify and psychologists have the expertise to

direct interventions to students at-risk provide invaluable input into discussions

for scholastic failure. Early detection of on school climate.

difficulties in acquiring skills such as

reading or social skills is essential to PROGRAM EVALUATION
intervening before the delays become
Every school experiences the need for

entrenched and difficult to remediate. program evaluation. Through their

School psychologists can assist in training and experience in assessment,

selecting appropriate screening measurement, We just implemented

instruments and interpreting this learning theories, a new reading
intervention
assessment information to ensure that research and program. Who can
evaluation, school assist us in
the focus and intensity of the psychologists are evaluating its
uniquely equipped effectiveness and
interventions match the individual needs to assist and even recommending
of the students. coordinate program improvements?
evaluation activities.
PREVENTION AND INTERVENTION IN
THE AREA OF CHILD Much of school
MENTAL HEALTH
psychologists’ daily activities involve
As many as 30% of students have had
experiences that place them at-risk for determining the effectiveness of a
social, emotional and behavioral
problems. At some schools, the figure particular program for an individual
is even higher. These problems impact
not only the mental health and child. School psychologists may assist
interpersonal relationships of students,
but also their academic achievement. schools engaged in program evaluation

by identifying critical program outcomes

and defining these outcomes in a way

that can be measured. Once the goals

CASP – General Education 4

of the program are clearly articulated, interpretation of site-based data are
psychologists can assist in developing areas in which the school psychologist
surveys, interviewing stakeholders, and can be especially valuable. In fact, the
examining extant data (e.g., student test school psychologist may have more of
scores, attendance rates, discipline the training necessary for PBS
activity, etc) in order to evaluate the implementation than any other single
efficacy of a program. team member.

RESEARCH AND GRANT WRITING SCHOOL-WIDE REFORM
School psychologists are well informed
School psychologists contribute an array and positioned in schools to participate
of knowledge, technical skills, and in school reform efforts. School
professional competencies regarding psychologists understand the social
research and evaluation that are complexities of their school
invaluable in applying for and communities. They can assist schools in
implementing school-related grant becoming more democratic
projects. Conducting research and environments in which to encourage the
evaluation is essential in the understanding of differences, participate
implementation of most grant projects in in collaborative leadership situations,
the schools. Such efforts require and utilize research based information
knowledge about principles of design, to drive instructional practices and policy
methodology, measurement, and which ultimately aid in the pursuit of
analysis; such skills are required in securing every child’s right to learn.
school psychology graduate training “Where a real connection is made
programs. School psychologists may be between students and teachers in the
leaders in the evaluation of local school pursuit of meaningful accomplishments,
programs and in interpreting their the possibilities for developing lifelong
findings to educators and to the public. capacities for learning, doing, and
relating to others are greatly expanded.”
SAFE SCHOOLS (Darling-Hammond, 1997)

Providing school-wide Positive Behavior STAFF DEVELOPMENT
AND TRAINING
Support (PBS) allows a school to use
With the breadth and depth of
research validated practices linked to knowledge school psychologists
possess, they are key assets in
localized, data-based decision making. providing staff development on a wide
variety of topics. These include topics
In essence, it is a way to address the such as implementing Federal 504
regulations; adapting and modifying
behavioral needs of the entire school curriculum; developing classroom
management programs; using applied
population, from school-wide systems, behavioral analysis to understand
student behavior; conducting effective
to individualized behavior intervention Student Study Teams; grading; grief
workshops; stress reduction; and
plans. PBS provides schools with the alternatives to retention.

Our schools are opportunity to 5
safe, and we want efficiently
them to stay that organize
way. Who can take resources
the lead in our and support
addressing the the adoption
behavioral needs of of effective
our school? practices. The
role of the

school

psychologist in this process is crucial.

Team building, social-skills instruction,

behavioral competency, and the

CASP – General Education

CONCLUSION
School psychologists receive broad-
based training in the areas of child
development, learning, consultation,
assessment, research, counseling, and
human relations. In an era where
schools must be accountable for the
academic and behavioral success of all
children, they provide an invaluable and
often underutilized service. We hope
that this report will be helpful to
members of the Legislature, the State
Department of Education and school
administrators. School psychologists
have the background and expertise to
provide invaluable service to the entire
school program.

Darling-Hammond, L. (1997) The Right
To Learn. San Francisco, CA: Jossey-
Bass.

Approved by the CASP Board of Directors –
August 2003

Revised – November 2003
Revised version approved by the CASP
Board of Directors -- November 2003

CASP – General Education 6

CASP – General Education 7