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Transcript of 1 The Changing Face of School Psychology: Past, Present and Future Michael J. Curtis.
![Page 1: 1 The Changing Face of School Psychology: Past, Present and Future Michael J. Curtis.](https://reader035.fdocuments.us/reader035/viewer/2022062621/551be920550346be588b6212/html5/thumbnails/1.jpg)
1
The Changing Face of School Psychology: Past, Present and
Future
Michael J. Curtis
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2
A Historical Perspective
Demographic Characteristics– Gender– Ethnicity– Preparation– Credentialing– Age– Experience
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3
A Historical Perspective (cont’d)
Professional Practices– Initial Special Education Evaluations– Special Education Reevaluations– Percent Time in Spec. Education-Related Activities– Consultation– Counseling– Student Groups– In Service Programs
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4
A Historical Perspective (cont’d)
Conditions for Professional Practice
-Ratio of Students to School Psychologist
-Supervision
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5
Demographic Characteristics
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Gender
0%
10%
20%
30%
40%
50%
60%
70%
80%
1969-70 1980-81 1989-90 1999-2000
Male
Female
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Gender for University Faculty
80
18
49 51
0
20
40
60
80
1969-70* 1999-00
% Male
% Female
*As reported; does not equal 100%
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Ethnicity
1980-81 1989-90 1999-2000
African-American 1.5% 1.9% 1.9%
Caucasian 96% 93.9% 92.8%
Native American/
Alaskan Native <1% 1.1% 0.6%
Asian/Pacific Is. <1% 0.8% 0.6%
Hispanic 1.5% 1.5% 3.1%
Other <1% 0.9% 0.9%
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Minority Representation: Enrollment in Training Programs vs Total Field
6.1
12.8
7.2
17
0
5
10
15
20
89-90/86-87 99-00/96-97
% Field
% Programs
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Level of Preparation by Degree
0
20
40
60
80
100
1969-70 1980-81 1989-90 1999-00
Masters
Specialist
Doctorate
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Preparation: Specialist Level* or Higher
0102030405060708090
1969-70 1980-81 1989-90 1999-00
Less than Specialist
Specialist or Above
*60 Graduate Semester Hours
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Level of Preparation: Entry to Practice and to Present
74
76
78
80
82
84
86
88
At Entry To Present
Graduate Hrs
+7.7
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State Credentials
0
20
40
60
80
100
1989-90 1999-2000
Certification
Licensure
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Credentials & Practice Settings
For 23.2%, certification allows practice outside the school setting
For 73.9%, licensure allows practice outside the school setting
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15
Percent Holding Doctoral & Non-Doctoral License
11.3
17.8 17.4 17.7
0
5
10
15
20
Doctoral Non-Doctoral
1994-95
1999-2000
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Primary Employment Setting
Public Schools: 77.5% Private Schools: 6.8% University: 6.3% Private Practice: 4.3% Hospital/Medical: 0.9% State Department: 0.8% Other: 3.5%
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Private Practice
Primary Employment Setting: 4.3%
32 Hours or More per Week: 1.5%
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18
Mean Age
38.8
45.2
34
36
38
40
42
44
46
1980-81 1999-2000
Years
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Percent Age by Category
0
10
20
30
40
50
1989-90 1999-2000
<40
>50
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Mean Years of Total Experience
10.9
16.7
0
5
10
15
20
1980-81 1998-99
Years
Total= School Psychology & Education
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Twenty or More Years Experience
10.2
20.7
0
5
10
15
20
25
1989-90 1999-2000
Percent
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Age and Experience
Mean Years for both Age and Experience are Higher for University Faculty than for Practicing School Psychologists
14/46 (30.4%) positions vacant 2002-03
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Projected Retirements
State-by-State Survey (Thomas, 2000)-End of 1998-99 Academic Year
Median = 12 Yrs/Mean = 14 Yrs Estimated to Retirement
50%+ Retirements in 27 States by 2012
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Projected Retirements at 30 Years of Experience by Degree
Retirement
By
Masters
(41.0%*)
Specialist
(28.2%*)
Doctoral
(30.3%*)
2010 39.1% 25.1% 46.4%
2015 54.4% 37.4% 62.9%
2020 67.6% 52.2% 75.8%
Cumulative Percentages for 1999-2000 Data
*Percent of Total Field
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Graduates of School Psychology Programs
About 1,900 graduates each year
1986-87: 1940 (McMasters, Reschly, & Peters, 1989)1996-97: 1897 (Thomas, 1998)
Includes 300 – 320 doctoral graduates, with an estimate of 150 being new to the field
1900– 150
1750 new school psychologists each year
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Past Personnel Shortages
U. S. Department of Education Reports of Unfilled Positions in Public Schools
More than 1,400 vacancies in 1988-89
Almost 500 vacancies in 1996-97
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Personnel Needs by Region
Greatest consistency between supply and demand:New England- CT, MA, ME, NH, RI, VTMid-Atlantic- NJ, NY, PA
Greatest discrepancy – Greatest Shortage:East South Central- AL, KY, MS, TNWest South Central- AR, LA, OK, TX
(Lund, Reschly, & Martin, 1998)
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Professional Practices
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Section 504 Plans
77.7% of responding school psychologists who are full-time in school settings participated in developing Section 504 plans.
Mean of 9.3 504 Plans for 1999-2000
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Initial Special Education Evaluations
0
10
20
30
40
50
60
70
80
1 to 25 1 to 50 100 +
1989-1990
1999-2000
Mean for 1999-2000= 39.9 initial evaluations
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31
Special Education Reevaluations
0
10
20
30
40
50
60
70
80
1 to 25 26 to 50 51 to 75 75+
1989-1990
1999-2000
Mean for 1999-2000 of 37.0 reevaluations
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32
Number of Consultation Cases
0
10
20
30
40
50
60
0 1 to 25 50 +
1994-1995
1999-2000
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33
Students Served: Individual Counseling
0
10
20
30
40
50
60
0 1 to 10 11 to 20 30 +
1989-1990
1999-2000
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Number of Student Groups
0
10
20
30
40
50
60
0 1 to 5 6 to 10 11 +
1989-1990
1999-2000
Mean for 1999-2000 of 3.2 groups
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Inservice Programs
0
10
20
30
40
50
0 1 2 3 to 4 5 +
1989-1990
1999-2000
Mean for 1999-2000 of 3.4 inservice programs
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% Time in Special Education Activities
52.3
79.1
0
10
20
30
40
50
60
70
80
1989-1990
1999-2000
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Special Education-Related Activities
Meetings25%
Other8%
Assessment41%
Report Writing
26%
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Conditions for Professional Practice
Ratio of Students to School Psychologist Supervision
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Ratio of Students to School Psychologist
35.7
55.7
25.2
8.10
10
20
30
40
50
60
< 1000 < 1500 > 2000 > 3000
1989-1990
1999-2000
Mean Ratio in 1999-2000 of 1681.5:1
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Regional Differences in Ratio
New England- CT,MA,ME,NH,RI,VT: 1049Mid-Atlantic- NJ,NY,PA: 1377Mountain- AZ,CO,ID,MT,NM,NV,UT,WY: 1667East North Central- IL,IN,MI,OH,WI: 1816Pacific- AK,CA,HI,OR,WA: 1964West North Central- IA,KS,MN,MO,ND,NE,SD: 2120South Atlantic- DC,DE,FL,GA,MD,NC,SC,VA,WV: 2329West South Central- AR,LA,OK,TX: 2632East South Central- AL,KY,MS,TN: 3858
*1996-97 (Hosp & Reschly, 2002)
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Ratio and Professional Practices
Ratio of <1500:1 associated with more intervention-based services and less assessment (Smith, 1984)
Higher ratios: more initial special education evaluations, more reevaluations, and greater percentage of time spent in special education-related activities, overall. Lower ratios: more students served through individual counseling, the conduct of more student groups, and more students served through groups (Curtis, Hunley, & Grier, 2002)
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Ratio and Practices (Cont’d)
Higher ratios: more initial special education evaluations and reevaluations, and greater percentage of time spent in special education-related activities, overall. Lower ratios: more time spent in intervention services and non-special education services (Curtis, Grier, Abshier, Sutton, & Hunley, 2002)
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Supervision (1999-2000)
No Supervision Received= 47.2% Supervisor’s Degree:
School Psychology= 46.5%
Doctorate= 34.1% Average Number of School Psychologists
Supervised by Supervisor= 16.9
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Potential Implications of Shortage
Higher Ratios: > time in special education activities
< time in intervention-based services
Limit or Reversal of Role Expansion in Schools Lower Standards for Credentialing Emergency/Alternative Credentialing Larger Enrollments in Training Programs, but with
fewer faculty
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Implications (cont’d)
Introduction/Expansion of Other Professional Roles
Emergence of New Professional Roles More options for and interest by school
psychologists in alternative settings Competition/Incentives for school
psychologists Alternative Service Delivery Models
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Considerations
No Child Left Behind
President’s Commission on Excellence in Special Education
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References Curtis, M.J., Hunley, S.A., & Grier, J.E.C. (2002). Relationships among the professional
practices and demographic characteristics of school psychologists. School Psychology Review, 31, 30-42.
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., Grier, J.E.C., Abshier, D.W., Sutton, N.T., & Hunley, S.A. (2002). School psychology: Turning the corner into the twenty-first century. Communique, 30,8, 1-5. Farling, W.H., & Hoedt, K.C. (1971). National survey of school psychologists. Washington, DC: National Association of School Psychologists. (ERIC Document Reproduction Service No. O61 553) Graden, J.L. & Curtis, M.J. (1991). A demographic profile of school psychology: A report to the NASP Delegate Assembly. Silver Spring, MD: National Association of School Psychologists. Hosp, J.L., & Reschly, D.J. (2002). Regional differences n school psychology practice.
School Psychology Review, 31, 11-29. Lund, A.R., Reschly, D.J., & Martin, L.M. (1998). School psychology personnel needs:
Correlates of current patterns and historical trends. School Psychology Review, 27, 106-120.
McMaster, M.D., Reschly, D.J., & Peters, J.M. (1989). Directory of school psychology
graduate programs. Washington, DC: National Association of School Psychologists.
Smith, D.K. (1984). Practicing school psychologists: Their characteristics, activities, and
populations served. Professional Psychology: Research and Practice, 15, 798-810. Thomas, A. (1998). Directory of school psychology graduate programs. Bethesda, MD: National Association of School Psychologists.