Department of Educational Psychology, Texas A&M University.
Sch Psychol. 2020 Nov;35(6):451-452. doi: 10.1037/spq0000411.
Conoley, Powers, and Gutkin (2020) have provided an assessment of the progress and lack thereof of school psychology as a profession toward school reformation, especially as related to their various earlier calls for changes in training and practice. Conoley and Gutkin especially (and I have been colleagues of both) have called for decades for an emphasis on working with teachers, other adults in the school system, and the school system itself to alter the delivery of education. In some earlier work, they have characterized this as adult school psychology. In many ways this is a reconceptualization of earlier mental health consultation models of school psychology practice that were not widely adopted for reasons Conoley et al. (2020) explain. School psychology has a long history of wanting to be seen and to practice differently from in a primary role of test and place, and indeed I would characterize the primary organizations that represent the profession (the National Association of Psychologists and the American Psychological Association's Division of School Psychology) as being in many ways antagonistic toward psychological testing. Yet, it is what most school psychologists are in fact hired to do as their primary role, and training in psychological testing and assessment is one of the key skills that sets us apart and distinguishes us from others in the schools. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
科内利、鲍尔斯和古特金（2020）评估了学校心理学作为一门职业在学校改革方面的进展和不足之处，特别是与他们之前多次呼吁改变培训和实践相关的方面。科内利和古特金（我曾是他们的同事）几十年来一直呼吁强调与教师、学校系统中的其他成年人以及学校系统本身合作，以改变教育的提供方式。在之前的一些工作中，他们将其描述为成人学校心理学。在许多方面，这是对学校心理学实践中早期心理健康咨询模式的重新概念化，由于科内利等人（2020）解释的原因，这些模式并未被广泛采用。学校心理学有着悠久的历史，希望从测试和安置的主要角色中以不同的方式被看待和实践，事实上，我将代表该专业的主要组织（美国心理学会和美国心理学会学校心理学分会）描述为在许多方面对心理测试持敌对态度。然而，这是大多数学校心理学家实际上被雇来做的主要角色，心理测试和评估方面的培训是我们区别于学校其他人员的关键技能之一。（PsycInfo数据库记录（c）2021 APA，保留所有权利）。
