Department of Advanced Studies in Education, California State University Long Beach.
Department of Counseling, San Francisco State University.
Sch Psychol. 2020 Nov;35(6):367-374. 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. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
我们回顾 1995 年，当时 Conoley 和 Gutkin 分享了他们对以成人为中心的学校心理学实践的愿景，主要侧重于为学龄儿童发展促进健康的系统。然后，我们着眼于现在，看看有什么已经发生和没有发生的事情来证实他们的愿景。我们在学校心理学家的研究目标和实践角色中发现了非常令人鼓舞的发展和持续的挑战。有很多基于证据的策略可以改善所有儿童的学校体验。例如，多层次支持系统范式提供的机会很有希望，但尚不清楚学校心理学家是否在这项工作中承担领导角色。此外，将博士后专业纳入学校心理学家的角色扩展是一个很有前途的方向，但大多数专业仍然将心理学家的注意力集中在个别儿童的评估和治疗上。学校心理学是一个非常大的专业领域，有许多方法可以预防儿童障碍，促进行为和学业成功。研究生教育和当前的实践似乎反映了传统的测试和心理学家的安置角色，而 Conoley 和 Gutkin 希望在 25 年前超越这些角色。然而，研究工作和国家组织的支持都希望重新构想心理学实践，利用影响儿童福祉的强大生态系统。还有很多工作要做。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
