Contemporary practices in school psychology: A national survey of roles and referral problems
Version of Record online: 15 APR 2002
Copyright © 2002 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 39, Issue 3, pages 327–335, May 2002
How to Cite
Bramlett, R. K., Murphy, J. J., Johnson, J., Wallingsford, L. and Hall, J. D. (2002), Contemporary practices in school psychology: A national survey of roles and referral problems. Psychol. Schs., 39: 327–335. doi: 10.1002/pits.10022
- Issue online: 15 APR 2002
- Version of Record online: 15 APR 2002
Eight hundred school psychologists who were members of the National Association of School Psychologists were mailed a survey designed to assess their roles, types of referrals, consultation practices, and crisis team involvement. Three hundred seventy (49%) completed surveys were analyzed. Assessment was the most common role followed distantly by consultation. Academic problems were the most frequent type of referral with reading being the most common concern. Of the behavioral referrals, externalizing problems were more frequent than internalizing concerns. Behavioral consultation was the most common model used but less than half of respondents follow all of the stages. Only forty percent use an evaluative component in consultation. A majority of the informants had some involvement with their schools' crisis team. Implications of these findings for training, professional development, and future roles are discussed. © 2002 Wiley Periodicals, Inc.