Division of Education, Mississippi State University-Meridian.
Department of Educational Psychology, University of Texas at Austin.
Sch Psychol. 2020 Nov;35(6):398-408. doi: 10.1037/spq0000422.
In this special issue, Conoley et al. (2020) repeat the call for a paradigm shift in school psychology graduate education from the individual level to the system level and from secondary and tertiary intervention to primary prevention and implementation science to optimize environments for children's overall health and success. This article describes how school psychology training, as organized by professional standards of practice and credentialing, has evolved to its current status as a recognized specialty of practice within psychology. A review of the history of the accreditation and approval of school psychology programs, as well as the current status of competencies within these standards and procedures are presented. In addition, school psychology as a distinct specialty; various certifications, credentials, and licensure; professional identities; and recent developments in technology, telehealth, and cross-state credentialing are examined. The article includes a summary of how competencies are reflected in the most recent revisions of American Psychological Association accreditation, National Association of School Psychologists approval standards, and credentialing organizations such as Association of State and Provincial Psychology Boards. Finally, we conclude with the assertion that development and adoption of these standards, competencies and professional recognition certifications, which are informed by the current zeitgeist in both health and education more broadly, might propel school psychology to fulfill the promise not yet achieved as outlined by Conoley and colleagues (2020). (PsycInfo Database Record (c) 2021 APA, all rights reserved).
在本期特刊中，Conoley 等人（2020 年）再次呼吁将学校心理学研究生教育从个体层面转变为系统层面，从二级和三级干预转变为初级预防和实施科学，以优化儿童整体健康和成功的环境。本文描述了学校心理学培训如何按照专业实践标准和认证进行组织，从而发展到目前作为心理学内公认的实践专业的地位。本文回顾了学校心理学项目认证和批准的历史，以及这些标准和程序中当前的能力状况。此外，还探讨了学校心理学作为一个独特的专业；各种认证、证书和执照；专业身份；以及技术、远程医疗和跨州认证方面的最新发展。本文还总结了最近修订的美国心理学会认证、国家学校心理学家协会批准标准以及认证组织（如州和省级心理学委员会协会）中是如何反映能力的。最后，我们断言，这些标准、能力和专业认可认证的制定和采用，这些标准、能力和专业认可认证是在更广泛的健康和教育领域的当前时代精神的基础上制定的，可能会推动学校心理学实现尚未实现的承诺，正如 Conoley 及其同事（2020 年）所概述的那样。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
