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    21 views24 pages

    Chapter 2 - A

    Uploaded by

    Gabriela B. Irizarry Porrata

    Copyright:

    © All Rights Reserved
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    Chapter 2 Historical Development of School Psychology Study of the history and development of psychology illustrates where modern school psychology fits in the overall evolution of U.S. society and education. In the opening segment of the respected Public Broadcasting System's television series Cosmas, Carl Sagan described the evolution of the universe in a 1-year cosmic ealen- dar in which each month represented 1.25 billion years, each minute 30,000 years, and each second 500 years (also see Sagan, 1977). Sagan noted that not until 10:30 pam. of the last day of the cosmic calendar year do the first humans appear, and the emergence of cities did not occur until 11:59:35! From Sagan's analogy, everything important to the history of school psychological services and the structure of U.S. schooling has occurred in the last quarter of a second of Sagan's calendar. No signifi- cant aspect of contemporary school psychology, including its practitioners, training programs, or credentials, existed before the 1890s. Thus, although the histories of school psychology and education are fairy long in some respects, they are quite short in the broader development of society. Such a perspective is a reminder that school- ing and psychological services are quite recent, often untested, and subject to improvement. The centennial celebration of the American Psychological Association (APA) in 1992 served as a stimulus for the historical study of psychology. Several investiga~ tions have clarified origins, trends, events, and individuals significant to the develop- ment of school psychology, but although considerable research has been done, numerous areas of research continue to be worthy of attention (Fagan, 1990c). This chapter is a synopsis of that ongoing research and of the development and growth of school psychology in the United States. The discussion only touches on the concur- rent social, economic, and political history, and the historical development of related professional fields. A chronological discussion of school psychology organizes the major developments that occurred over several decades within two periods: the bybrid years and the thoroughbred years. For a general analysis of the history of pro- fessional psychology in America, see Benjamin and Baker (2004). Note: Portions ofthis chapter are excerpted from a here with per~ mission of the National Association of Schoo! Psychologists, from a chapter by Fagan (19905) and. cited here with permission of Lawrence Esllaum Associates, Ine, and from an article by Fagan (1992) and cited here with the permission ofthe American Paychologial Assocation, 2s SCHOOL PSYCHOLOGY: PAST a AND THE THOROUGHBRED +, period of historical development cology’s petiod of histori pment can be divs Sed yaa 1969) ‘and the thoroughbred years (1970-presen*t in hybrid years overlapping but different hi trary mains between two, overappng ent historial po Ba period when “school” payehology offen was a Blend of may fn wo ogy petnerslcsely mobilized around 2 dominan 8, sducational assessment for special class eee Even in the latter qa! She hyd years school pychology was 2 mix of practitioners cetfeg joy ficlds, many from teacher education or guidance and counseling, yy.” tin school psychology as an “add on” to their existing education credential, Thee saehbred yeas though certainly not void of the earlier theme, diy Tobid year Because of the growth in the number of taining progr Peters and state and national asocatins, and the expansion of Treen regulations al of which have contributed 0 a seized profesional enn ool psychology. 7 o Dae the bybeid years although some states had established a proj: identity for school peyhology, that identity was not consistent across the Shates The more developed states such as California, Connecticut, Iino, Qe New Jersey, New York, and Pennsylvania provided leadership and direeiye ocher sates then followed into the thoroughbred years. Even in develonad however, the professional identity and development were more noticeable inv and suburban locales (Mullen, 1967). Though , rural services existed, the growth of psychological ‘School peychology’s special educational services was confined min historical development can shan schools. Surveys by Van Sickle, Witmer, be divided ito the hybrid Ayres (1911) and Wallin (1914) revealed that go years (1890-1969) and the education and psychological services were most Lay ‘thoroughbred years lent in the northeast and Great Lakes regions an!» (1970-present). large urban and city school districts. The urban setting, having the most schoolchildren, were most pressed ir adjustments to meet district and children's needs. May rural settings lagged behind in the provision of services for several decades. Nit until the latter decade of the hybrid years and the era of the Education for AL Handicapped Children Act of 1975 (now IDEA) were widespread rural nis observed. In the thoroughbred years states began offering school psychology ce- dentials for professionals who completed accredited school psychology ‘sig programs. Box 2.1 provides a chronology of school psychology’s historical events «a! landmarks. Each chronological period is labeled according to its most salient charac teristics and not necessarily the accomplishments of that decade. In this format. activites of a particular decade can be linked to the accomplishments seen it le decades. For example, the decade of the 1950s was an era of strong. effort ee professional identity, even though that identity was not generally accompli across most of the United States until the 1970s. 26 NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS — | CHAPTER 2 HISTORICAL DEVELOPMENT OF SCHOOL PSYCHOLOGY Box 2.1 A Chronology of Events and Landmarks in the History of School Psychology I. The Hybrid Years (1890-1969) 1890-1909 Origins of Practice 1890 Cattell publishes article on mental tests 1892 Founding of the first U.S. organization for psychologists, the American Psychological Association 1896 First psychological clinic is established by Lightner Witmer at the University of Pennsylvania 1898 Term school psychologist first appears in English language literature 1899 First school-based psychological clinic is founded in Chicago publi 1905 First version of the Binet-Simon Scales is published 1907 First practitioner journal, The Psychological Clini, is founded and published 1908 First internships in clinical psychology at the Vineland Training School in New Jerscy 1909 Rochester, New York, public schools appoint a Binet examiner c schools 1910-1929 Expansion and Acceptance 1910 Cincinnati public school district starts Vocational Bureau 1910 ‘Term schoo! psychologist appears in the German language literature 1911 Term seltoo! psychologist again appears in English language literature following German translation 1912 First psychoeducational clinic (University of Pittsburgh) 1913 First survey of practitionersfexaminers (Wallin) 1915. Gesel is first person appointed with title schoo! psychologist and serves in. Connecticut ‘until 1919 1916 Terman publishes Stanford revision of the Binet-Simon Scales (Terman, 1916) 1917 Founding of first organization for clinical psychologists (American Association of Clinical Psychologists) 1919 APA Section of Clinical Psychology is founded 1923 First journal article with schoo! psychologist in ttle is published (Hutt, 1923) 1925 New York City school district establishes fist psychologist licensing exam 1928 New York University offers first training program in school psychology 1930-1939 Emerging Regulation 1930 First book on school psychology is published (Hildreth, 1930) 1932 Association of Consulting Psychologists is founded 1935 New York establishes first state department of education certification standards 1937 Pennsylvania establishes state department of education certification standards 1937 First applied psychology association with subdivisions is founded (American Association. of Applied Psychologists) 1938 Pennsylvania State University initiates PAD in school psychology continued FAGAN / WISE 27 B FUTURE, SCHOOL PSYCHOLOGY: PAST, PRESENT, AND_ eee ee = 1940-1949 Organizational Identity rinse of Journal of Consting Pscology on school PS¥cholOgY is Publisheg paca ional re and provides first organization: : ‘school psychologists (Division 16, ae 1947 Division 16 publishes first national school psychology newsletter, 1949 Boulder Conference on clinical psychology is held in Colorado 1950-1959 Professional Identity 1981 Northwestern Conference for counseling psychology is held in Ilinois 1952 APA accreditation is extended to counseling psychology | 1953 University of Iinois starts first recognizedjorganized doctoral program in schoq psychology 1953 APA publishes its first code of ethics 1954 National Council for Accreditation of Teacher Education is established 1954 Ohio State Department of Education establishes first state-approved internships 1954 ‘Thayer Conference in West Point, New York, is first national conference on school | psychology 1960-1969 Training and Practitioner Growth 1962. First school psychology journal is founded in Ohio (Journal of School Psychology) 1962 National Council for Accreditation of Teacher Education (NCATE) has first reference to school psychology programs | 1963 Second school psychology journal founded (Psychology in the Schools) 1963 Peabody Conference on the school psychology internship is held in Tennessee i} 1968 Ohio hosts invitational conference on school psychology 1969 Organizational meeting to form a national group is held in St. Louis 1969 First national orgonization exclusively for school psychologists is founded (National Association of School Psychologists) IL, The Thoroughbred Years (1970-Present) 1970-1979 Trainer and Practitioner Regulation, Association Identity and Growth, Professional Division 1971 APA gives first accreditation of a school psychology program at University of Teas Austin NASP founds journal, Schoo! Prychology Digest (now School Psychology Review), am | renames its newsletter Comminigué 1973. Section S04 of Rehabilitation Act is enacted 1972 continued eS eee OE cade sd 28 MNUMEFOCIMTION DESGEOOERETEREIE NATIONAL ASSOCIATION OF SCHOOL PSYCHOLOGISTS CHAPTER 2 HISTORICAL DEVELOPMENT OF SCHOOL PSYCHOLOGY 1974 NASP publishes its first Principles for Professional Bthics 1975 Public Law 94-142, Education for All Handicapped Children Act of 1975, is enacted 1976 NASP affiliates with NCATE 1977 First taining and certification directories are published by NASP 1978 APANASP Task Force is established 1978 NASP publishes standards for training, field placements, credentialing, provision 1979 School Psychology International journal is founded 1980-1989 Professional Reorganization 1980 Spring Hill Symposium is held in Wavzata, Minnesota 1981 Olympia Conference is held in Oconomowoe, Wisconsin 1981 APA publishes specialty guidelines, including those for school psychology 1982 International School Psychology Association founded 1983 First joint APAINCATE accreditation of a school psychology program occurs (Cniversty of Cincinnati) 1985 Canadian Association of School Psychologists is founded 1985. Canadian Journal of Schoo! Peychology is founded 1985 Professional Schoo! Psychology (now School Psychology Quarterly) journal is founded by APA Division 16 1988 NASP initiates folio review system for taining program approval and approves fist programs through NCATE 1988 American Psychological Society is founded (becomes the Association for Psychological Science in 2005) 1988 NASP initiates National Certification System 1988 First National Schoo! Psychology Examination is administered 1989 First National Certification in School Psychology is granted 1990-1999 Stable Growth, Reform, Identity Reconsidered 1991 Concern builds about personnel shortages 1991 First APA-accredited schoo! district intemship occurs in the Dallas, Texas, public schools 1992 American Board of Professional Psychology creates specialty boards, including ‘American Board of School Psychology (ABSP) 1993 American Academy of School Psychology is founded 1994 Society forthe Study of School Psychology is founded 1996 APA Division 16 reconsiders its name and the definition of school psychology 1997 Offical specialty recognition by APA is granted to school psychology, through the Commission on the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) 1998 Implementation of NASP governance changes 2000-Present: Prosperity, and Broadening Identity and Practice 2001 Concern for personnel shortages continues continued FAGAN / WISE 29 SCHOOL PSYCHOLOGY: PAST; PRESENT, AND FUTURE Box 2.1 Continued 2001 Passage of No Child Left Behind (NCLB) Act draws practice further iy school arena 2002 Futures Conference is held at Indiana University 2002 APAJNASP Interorganizational Committe (formerly Task Force) is disbandeg 2002 Jounal of Applied School Prychology is founded | 2004 Reauthorization of IDEA is predicted to have substantial effect on practice, ple, learning disability diagnoses, evidence-based interventions intervention | 2005 CRSPPP reapproves school psychology specialty recognition NASP establishes online journal, Schoo! Psychology Forum: Research in Practice "O regula, for exa and response 1, ‘THE HYBRID YEARS (1890-1969) ‘This arbitrary historical period masked the fst appearance of schol pyc Though not a true profession, it would emerge as education and erly : Peychology pra sioner loosely mobilzed around a common goal of helping children within thea Origins of Practice and Expansion (1890-1920) The origins of school prychological services can be traced t0 an era of ss reform in the late 19th and early 20th centuries. Several reform mor related to the emergence of school peychological services. Amon, were compulsory schooling, juvenile courts, child labor laws, mental health, mma: tional guidance, the growth of institutions serving children, and an array of othe

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