IDENTIFYING AND CULTIVATING LEADERSHIP POTENTIAL IN SCHOOL PSYCHOLOGY: A CONCEPTUAL FRAMEWORK
Article first published online: 26 NOV 2013
© 2013 Wiley Periodicals, Inc.
Psychology in the Schools
Volume 51, Issue 1, pages 15–31, January 2014
How to Cite
Augustyniak, K. M. (2014), IDENTIFYING AND CULTIVATING LEADERSHIP POTENTIAL IN SCHOOL PSYCHOLOGY: A CONCEPTUAL FRAMEWORK. Psychol. Schs., 51: 15–31. doi: 10.1002/pits.21731
- Issue published online: 9 DEC 2013
- Article first published online: 26 NOV 2013
Though National Association of School Psychologists standards acknowledge the urgent need for leadership skills among school psychologists and loosely define a leadership agenda, a cogent model for the training and practice of this skill set has not yet been explicated. The formulation of a preliminary conceptual framework is a particularly pressing agenda for school psychology practitioners and academicians who, in response to the call for increased accountability in general and special education, must shift curricula from a traditional diagnostic/consultative/intervention framework to include topics related to organizational effectiveness. The objective of this article is to identify key behaviors, skills, dispositions, and contextual variables that will facilitate successful leadership among practicing school psychologists and then to propose considerations for specialist-level training in school psychology.