Department of Educational Psychology, University of Nebraska-Lincoln.
Department of Counseling and Educational Psychology, New Mexico State University.
Sch Psychol. 2020 Nov;35(6):385-397. doi: 10.1037/spq0000407.
Over the past 75 years, the history of Division 16 (School Psychology) has been integral to the science and practice of school psychology. As a constituent body of the American Psychological Association (APA), the division has advocated for role definitions and professional boundaries within APA and has represented the specialty of school psychology within the larger community of psychology. Since the convening of school psychology's Thayer Conference in 1955, the division has remained steadfastly committed to promoting the well-being of children. Toward this end, Division 16 has negotiated entry level debates between APA and the broad specialty of school psychology, sustained partnerships within and among APA and other organizations representing school mental health, elevated the place of technology in the profession of school psychology, and promoted the central importance of cultural competence and diversity within the discipline. The past contributions of Division 16 shape the future of the profession and the division in ways that are consistent with and add to Conoley, Power, and Gutkin's (2020) recommendations for strengthening school psychology's contributions to psychological health promotion and risk reduction in schools. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
在过去的 75 年里，第 16 分部（学校心理学）的历史是学校心理学科学和实践不可或缺的一部分。作为美国心理协会（APA）的一个组成部分，该分部倡导在 APA 内部定义角色和专业界限，并在更广泛的心理学界代表学校心理学的专业领域。自 1955 年学校心理学 Thayer 会议召开以来，该分部一直坚定不移地致力于促进儿童的福祉。为此，第 16 分部在 APA 和学校心理学的广泛专业之间进行了入门级别的辩论，在 APA 内部和与代表学校心理健康的其他组织之间维持了伙伴关系，提高了技术在学校心理学专业中的地位，并促进了学科内文化能力和多样性的核心重要性。第 16 分部过去的贡献以符合并补充 Conoley、Power 和 Gutkin（2020 年）的建议的方式塑造了该专业的未来，这些建议旨在加强学校心理学在促进学校心理健康和降低风险方面的贡献。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
