School Psychology Practitioners and Faculty: 1986 to 1991–92 Trends in Demographics, Roles, Satisfaction, and System Reform

Abstract

Results from 1986 and 1991–92 surveys of school psychology practitioners and faculty were analyzed regarding changes in demographic characteristics, role preferences, delivery system reform attitudes, and job satisfaction. Trends in practitioner and faculty characteristics are in the direction of (a) increasing age, (b) women dominating in practitioner and men dominating in faculty positions, (c) continued emphasis on services to students with disabilities, and (d) specialist level training dominating among practitioners. Role preferences among practitioners and faculty are in the direction of reduced emphasis on psychoeducational assessment with more emphasis on direct interventions and problem-solving consultation. Overall job satisfaction was positive for both groups; however, higher satisfaction existed among faculty and practitioner dissatisfaction was evident with career advancement opportunities. Overall, practitioners and faculty held positive attitudes toward system reform themes. Results suggest slight changes in the characteristics of school psychologists, stability in the school psychology clientele, and possible significant changes in school psychologists' roles and services.

Additional information

Notes on contributors

Daniel J. Reschly

Daniel J. Reschly, PhD, (University of Oregon, 1971), is Distinguished Professor in Liberal Arts and Sciences and Director of the School Psychology Program at Iowa State University. Reschly has written extensively on system reform topics, school psychology practice issues, legal issues in assessment and classification with minority students, and behavioral interventions.

Marilyn S. Wilson

Marilyn S. Wilson, PhD, is Assistant Professor of Psychology at California State University, Fresno. Her research focuses on gender issues in psychology and education, especially self efficacy among school-age girls. Current studies also include the relation between teacher self efficacy and beliefs and gender patterns in special education referrals.