SCHOOL PSYCHOLOGY:
A Career That
Makes a Difference
© 2003 National Association of School Psychologists
If you want to …
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Help children reach their potential
Promote children’s mental health
Work collaboratively with others
Develop interpersonal and communication
skills
• Have a variety of career options
then …
School Psychology
could be the career for you!
What is a School Psychologist?
School Psychologists understand that
all children learn when given:
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Adequate supports and resources
Recognition of their individual needs
Connection to and trust in adults
Opportunities to achieve
Acceptance and encouragement
Cooperation between school and home
School Psychologists link mental health
to learning and behavior to promote:
• High academic achievement
• Positive social skills and behavior
• Healthy relationships and connectedness
• Tolerance and respect for others
• Competence, self-esteem, and resiliency
When Do Children Need School
Psychologist?
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Learning difficulties
Behavior concerns
Attention problems
Problems at home or with peers
Fears about war, violence, terrorism
Depression and other mental health issues
Coping with crisis and trauma
Poverty, violence, or life changing events
Advocacy of their learning and mental health needs
What Is the Role of a School Psychologist?
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Assessment
Consultation for student and systems-level change
Prevention
Intervention
Staff, parent, and student education
Research and program development
Mental health care
Advocacy
Assessment
School psychologists work with children, parents
and staff to help determine a child’s:
•Academic skills
•Instructional level
•Learning aptitudes, strengths, and weaknesses
•Personality and emotional development
•Social skills and behavioral concerns
•Learning environment
•School climate
•Special education eligibility
Consultation: Child-Centered
School psychologists:
• Provide knowledge to help improve student learning
and mental health outcomes
• Implement and manage academic and behavioral
interventions
• Help teachers, parents, and other professionals
understand a child’s development and learning
• Meet or communicate with others involved with a
child to determine the best way of managing or
improving a particular concern
Consultation: Consultee-Centered
School psychologists:
• Collaborate with teachers to help them identify
classroom-based problems and implement databased interventions
• Support implementation of effective instruction and
behavior management at the classroom level
• Assist parents to develop skills to help their children
succeed at home and in school
• Collaborate with the principal and other school
personnel to identify systemic concerns and promote
systems-level change
Prevention
School psychologists:
• Implement programs to build positive connections
between students and adults
• Support early identification of potential academic
skill deficits and/or learning difficulties
• Design and implement programs for at-risk
children
• Foster tolerance and appreciation of diversity
• Create safe, supportive learning environments
Intervention
School psychologists:
• Work directly with children, teachers,
administrators, and families
• Develop individualized classroom, and school-wide
interventions for learning and adjustment
• Design and implement crisis response plans
• Provide counseling, social skills training, academic,
and behavioral interventions
• Develop strategies for modifying instruction to
optimize student progress
Education
School psychologists provide teachers and parents
training in:
• Teaching and learning strategies and interventions
• Parenting and disciplining techniques
• Classroom and behavior management techniques
• Working with exceptional students
• Strategies to address substance abuse, risky
behaviors, or mental illnesses that affect students
• Crisis prevention and response
Research and Program Development
School psychologists:
• Recommend and implement evidence-based
programs and strategies
• Conduct school-based research to inform
practice
• Evaluate effectiveness of programs and
interventions independently and as part of a
school-based consultation team
• Contribute to school-wide reform and
restructuring
Mental Health Care
School psychologists:
• Deliver school-based mental health services such
as group, individual and crisis counseling
• Coordinate with community resources and health
care providers to provide students with complete
seamless services
• Partner with parents and teachers to create healthy
school environments
• Promote mental health in the school setting
Advocacy
NASP and state professional associations are
dedicated to advocacy. School psychologists
encourage and sponsor:
• Appropriate education placements
• Education reform
• Legislative involvement
• Community services and programs
• Funding for adequate resources
• Employment of highly qualified school personnel
Where Do School Psychologists Work?
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Public and private schools
Private practice
Colleges and universities
Community mental health centers
Institutional/residential facilities
Pediatric clinics and hospitals
Criminal justice system
Public agencies
Who Are Today’s School Psychologists?
• 70% are:
– women
– over 40 years of age
• 45% work in suburban school districts
• 30% work in urban school districts
• 25% work in rural school districts
(Curtis et al., 1999, 2002)
“When I review my career, what
stands out most is helping parents of
different cultures view the school as a
helpful resource to successfully
address the needs of their children.”
--Robin Satchell, School Psychologist,
Anne Arundel County, MD
Ethnicity of School Psychologists
Ethnicity
%
White/Caucasian
Hispanic/Latino
Chicano/Mexican-American
Puerto Rican
91.0
1.7
0.9
0.8
Black/African-American
Asian-American/Pacific Islander
2.4
1.1
American Indian/Alaskan Native
Other
0.6
3.2
Source: 2003 NASP membership survey (69% response rate)
Ethnicity of the U.S. Population
Ethnicity
%
White/Caucasian
70.7
Hispanic/Latino
12.5
Black/African-American
12.3
Asian-American/Pacific Islander
3.6
American Indian/Alaskan Native
0.9
Source: 2000 U.S. Census
Ethnicity Comparison
Caucasian
Hispanic/
Latino
African
American
Asian
American
American
Indian
U.S. Population
School Psychologists
Linguistic Diversity
• 17.9% of the U.S. population over the age of five
speaks a language other than English at home
• Approximately 11% of the U.S. population is
foreign born
For example, more than 100 foreign languages are
spoken by students in the Fairfax County Public
Schools in VA.
Source: 2000 U.S. Census
Demographic Variation
• 26-61% of the population in Alabama, Georgia,
Louisiana, Maryland, Mississippi, South Carolina,
and D.C. is African American
• 25-42% of the population in Arizona, California,
New Mexico, and Texas is Hispanic
• Only 5% of school psychologists are African
American or Hispanic
(Curtis et al., 2002)
Source: 2000 U.S. Census
Career Opportunities
• Wide gap between ethnicity of practicing
school psychologists and students served
• Serious need for more ethnic and linguistic
diversity in the field
• Pending retirements will lead to shortage of
qualified practitioners
• Current shortage of qualified university
faculty in school psychology
States With Most Serious Shortages
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Alabama
Kentucky
Mississippi
Tennessee
(Hosp & Reschly, 2002)
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Arkansas
Louisiana
Oklahoma
Texas
A Great Career Choice
• Work with children who need you
• Help parents and educators
• Enjoy a flexible school schedule
• Have a variety of responsibilities
• Receive training in useful skills
• Choose from a variety of work settings
• Have confidence in the stability of your
position
Rise to the Challenge!
• Children in difficult situations need
solutions to difficult problems
• Parents need ideas for managing children’s
behavior and mental health
• Teachers need help working with students’
varied educational needs and behaviors
• Society needs mentally healthy, welleducated children
“Each day is different. Each
situation is challenging and
unique.”
--Charles Deupree, School
Psychologist, Ionia, MI
So how do I become a School
Psychologist?
Undergraduate Training
• Must complete a Bachelor’s degree
• Consider an education or psychology major
• Take courses in
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Child development
General and child psychology
Statistics, measurement, and research
Philosophy and theory of education
Instruction and curriculum
Special education
Graduate Training
Degree Options
In most states, certification as a school psychologist
requires training beyond the Master’s degree.
• Specialist or Educational Specialist (EdS)
• Certificate of Advanced Graduate Standing (CAGS)
• Advanced Graduate Studies Certificate (AGS)
- or -
• Doctorate (PhD, PsyD or EdD)
Graduate Training
Program Length
• Specialist/CAGS/AGS: 3 years (60 hours)
of full-time training
• Doctorate: 5 years or more, plus dissertation
• One-year, full-time internship embedded in
training programs at both levels. At least
half of the internship (600) hours must be
completed in a school setting.
Graduate Coursework
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Normal and abnormal development
School organizational systems
Learning theory
Counseling theory and practice
Statistics and research
Applied behavior analysis
Psychological assessment
Consultation skills
Diversity or multiculturalism
Choosing a Graduate Program
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Specialist vs. Doctoral degree
NASP and/or APA approval
Size and location
Department of Education or Psychology
Theoretical orientation
Specialties (e.g., early childhood, deaf/blind)
Research opportunities
Financial support (assistantships/fellowships)
Applying to a Graduate Program
• GRE: Graduate Record Exam
• Some programs may require
GRE—Psychology
• Undergraduate transcripts
• Letters of recommendation
• Personal statement(s)
• Research interests
NASP-ERT Minority Scholarship
Program
• To foster diversity among professional
school psychologists, NASP offers an
annual $5,000 scholarship to minority
students pursuing careers in school
psychology
• Only students newly entering graduate
training in school psychology are
considered for the scholarship
• For more information or an application, see
www.nasponline.org/about_nasp/minority.html
“School psychology seemed the
perfect career to positively impact
children’s learning and
psychological health, and to reach
those who might otherwise be
missed by the mental health system.”
--Sonya Lanier, Graduate Student, University
of Maryland, College Park
“School Psychology is like growing a
garden, because you have to do a lot of
ground work before you can see the
rewards and see growth … with the
children, staff, and community, but the
results are definitely worth it!”
--Sarah D’Elia, EdS, School Psychologist,
Braintree, MA
“Working within the school setting
creates the possibility [of] having a
positive impact not only by working
directly with students but also by
consulting with teachers and
administrators.”
--Lorrie Wizda, School Psychologist,
Baltimore City, MD
QUESTIONS?
How is the job market for School
Psychologists?
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Excellent both at present and long-term!
Not enough graduates to meet demand
Retirement will soon open many positions
School Psychology was named one of the
top ten “hot professions” for 2002 by US
News and World Report
http://www.usnews.com/usnews/work/articles/020218/18tracks.htm#school
What types of salaries do School
Psychologists receive?
• National average annual salary: $50,000
• Doctoral level school psychologists on
average earn about $5,000 more annually
than Specialist level school psychologists
• Salaries for school psychologists vary
according to state and regional differences
Results from 1999 NASP membership survey (Thomas, 2000)
FAQ: How does a School Psychologist differ
from a school counselor?
School Counselor
School Psychologist
Usually 1 yr grad school
At least 3 yrs grad school
Trained in ed./teaching
Trained in ed./psychology
Teaching degree
sometimes required
Usually work in one
school (specialized age
group)
Course selection, career
prep, district testing
Teaching degree not
required
Often responsible for
several schools (K-12) and
can work in other settings
Assessment, consultation,
interventions, severe cases
FAQ: How does a school psychologist differ
from a child psychologist?
School psychologists focus on how social emotional
issues, family problems, neurological factors,
and mental illness affect learning
Child clinical psychologists:
• Usually work in a hospital, mental health center,
private clinic, or university setting
• Are not typically trained in education, instruction,
or classroom management
• Do not focus primarily on the multiple factors that
affect learning
FAQ: Can I get into a graduate program if my
undergraduate degree is not in education or
psychology?
• It can be done!
• Degree in ed/psych is not necessarily required, but
you…
– Should have basic background in psychology and
education
– May need to do some coursework before starting grad
school (e.g., prerequisites)
• Emphasize your skills—English majors are
probably good writers, science majors may have a
strong research background
Recommended Resources
Curtis, M. J., Hunley, S.A., Walker, K. J., & Baker,
A. C. (1999). Demographic characteristics and
professional practices in school psychology. School
Psychology Review, 28, 104-116.
Curtis, M.J., Chesno Grier, J.E., Walker Abshier, D.,
Sutton, N.T., & Hunley, S. (2002). School
psychology: Turning the corner into the twentyfirst century. Communique, 30, 1.
Fagan, T. K., & Wise, P. S. (2000). School
psychology: Past, present, and future. Bethesda:
NASP.
Recommended Resources (cont’d)
Hosp, J. L., & Reschly, D. J. (2002). Regional
differences in school psychology practice. School
Psychology Review, 31, 11-29.
Thomas, A. (2000). School Psychology 2000:
Average salary data. Communique, 28, 28.
Thomas, A. & Grimes, J. (2002). Best practices in
school psychology IV. Bethesda: NASP.
For more information, contact:
National Association of School Psychologists
(301) 657-0270
www.nasponline.org
NASP Staff Contributors
Summer 2003
Kathy Cowan
Meaghan Curran
Ted Feinberg
Mary Beth Klotz
Linda Morgan
Libby Nealis
Winter 2006
Kathy Cowan
Ted Feinberg
Linda Morgan
Mary Beth Klotz
Myriah Rosengarten
Arlene Silva
© 2006 National Association of School Psychologists,
4340 East West Highway, Suite 402, Bethesda, MD 20814 – 301-657-0270