Michael B. Brown

School Psychologists' Job Satisfaction: A 22-Year Perspective in the USA.

School psychologists have consistently been found to have high levels of job satisfaction. The purpose of this study was to identify the current level of job satisfaction for practicing school psychologists and examine the changes over the past 22 years. Surveys were sent to 500 randomly selected members of the National Association of School Psychologists, and the results were compared to previous national surveys conducted in 1992 and 1982. Job satisfaction has slightly increased over the previous 22 years. School psychologists continue to be most satisfied with the social service, independence and values aspects of their jobs. They are also very satisfied with their co-workers and job activities. Satisfaction with job security, compensation and working conditions improved the most over the 20-year time span. Opportunities for advancement and school system policies and practices remain sources of job dissatisfaction. Aspiring school psychologists can take some measure of assurance that school psychology offers a career in which one can do work that provides an important service to others and is consistent with ones values.

Job Satisfaction of School Psychologists in the United States A National Study

This study was designed to determine the level of job satisfaction of school psychologists in the United States who are employed in a school setting. It replicates a previous national study (Anderson et al., 1984) that was conducted ten years earlier. Data were collected through mail surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Results revealed that 86 percent of the practicing school psychologists were satisfied or very satisfied with their jobs, while only 14 percent indicated that they were dissatisfied with their jobs. Almost threequarters of school psychologists (73.2 percent) intend to remain in their current position for the next five years. The vast majority (91.9 percent) also intend to remain in the profession of school psychology. Compared to school psychologists in 1982, the present group of school psychologists continues to report high levels of overall job satisfaction. School psychologists are most satisfied with independence, a chance to do important work that fits with ones values, and congenial colleagues with whom to work. The overall level of satisfaction is equal to that of clinical psychologists and previous studies of school psychologists. Specific factors of school system policies and procedures and opportunities for advancement continue to be the source of most dissatisfaction for school psychologists.

ROLE FUNCTION AND JOB SATISFACTION OF SCHOOL PSYCHOLOGISTS PRACTICING IN AN EXPANDED ROLE MODEL

School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban school district were surveyed on their job roles and job satisfaction. The majority were satisfied or very satisfied with their jobs, particularly with engaging in activities that were of service to others and staying involved in a variety of job activities. School psychologists wanted to spend less time in assessment, multidisciplinary team meetings, and administrative duties. The discrepancy between the desired and actual amount of time spent in multidisciplinary meetings was negatively related to job satisfaction. Psychologists wanted to spend more time in direct and indirect intervention, professional development, and networking.

Doctoral and Nondoctoral Practicing School Psychologists: Are There Differences?.

The purpose of this study was to examine and describe differences between doctoral and nondoctoral practicing school psychologists. Participants selected for the study were school psychologists who were full-time practitioners in a school setting. The sample was randomly selected from the 1992 National Association of School Psychologists Membership Database. Four hundred forty persons were selected to serve as a sample of the NASP membership, and 359 responded to the survey. Of those that responded, 232 were full-time practitioners employed in the schools and formed the sample used in the data analysis. Overall, doctoral and nondoctoral school psychologists were very much alike in terms of age, gender, and years of experience. Doctoral level school psychologists were more likely to be employed in urban areas. Both groups spend a similar amount of time participating in seven different job activities. Doctoral and nondoctoral level practitioners working in schools maintain high levels of job satisfaction and the majority intend to remain in their current position and the profession for the next five years. Higher salaries and an increased likelihood of having a private practice outside of school are the major differences between doctoral and nondoctoral school psychologists practicing in the schools. Future evolution of the role of school psychologists may allow for the increased use of the advanced skills obtained by doctoral level school psychologists.

Memory modality differences in children with attention deficit hyperactive disorder with and without learning disabilities

This study assesses information processing and memory functioning in 50 children diagnosed with Attention Deficit Hyperactive Disorder (ADHD) with and without learning disabilities (LD). Mode of presentation (visual vs. auditory), type of memory processing (immediate, short-term, and long-term), and order of recall (ordered vs. unordered) were assessed using the Learning Efficiency Test-II (LET-II). Both groups demonstrated difficulty with auditory ordered recall and lost substantial information from immediate memory to short-term and long-term memory stores. The ADHD/LD group also demonstrated more difficulty with ordered recall than the ADHD only group. While there were no differences between the two groups in regard to immediate recall, the ADHD/LD group demonstrated more problems transferring information into short-term and long-term memory stores than the ADHD only group. Verbal interference effects significantly decreased retention for both visual and auditory processing. Results indicate that ADHD alone presents significant problems in information processing, but the comorbid effects of a learning disability further intensify the negative impact of ADHD.

The effects of response interruption, DRO and positive reinforcement on the reduction of hand-mouth behavior

The present study was designed to determine the effects of response interruption and differential reinforcement of other behavior (DRO) on the reduction of hand-mouthing behavior in a quadriparesic adult male client who functions at the profound level of mental retardation. In order to determine the effectiveness of the treatment package, a withdrawal design was used in which baseline (A) and treatment (B) conditions were alternated in an ABAB sequence. The treatment phase consisted of two 10 min treatment periods per day for four consecutive days. Two treatment/withdrawal rotations were followed by nine follow-up observation periods. A preliminary fading process was started following the follow-up periods, which included removal of the reinforcer. Hand-mouthing was reduced by 80% through the use of response interruption and DRO. Hand-mouthing continued to decrease during the nine follow-up observation periods and formal fading procedure. Implications for the extended use of such nonaversive procedures to decrease hand-mouthing behavior in persons with developmental disabilities are discussed.

A Comparison of Two Measures of School Psychologists’ Job Satisfaction

The purpose of this study was to establish the concurrent and construct validity of the Job Satisfaction Scales (JSS) and a modified version of the Minnesota Satisfaction Questionnaire (MSQ) using a sample of practicing school psychologists. Strong internal consistency was determined within each of the job satisfaction instruments. Correlations between the MSQ and JSS provide evidence of concurrent validity based on the significant positive relationships between paired scales. There was no significant difference between the MSQ and JSS standard scores for overall job satisfaction. The strong evidence of construct validity suggests that research using the MSQ and JSS can be compared with confidence, in that similar constructs are being evaluated. There are some differences between the two instruments that might make one instrument more useful than the other for particular research purposes.

Keeping Pace With Changes in Health Care: Expanding Educational and Medical Collaboration

Medicine and education are reciprocal systems in which education influences health care and overall health affects schooling and academic performance. There is a large extant literature describing collaboration between these systems and professionals within these systems for the benefit of children. However, both medical and educational systems are undergoing revolutionary systemic reform. The result is that the nature of collaboration between medical and educational collaboration is changing. Therefore, the models and descriptions of interprofessional collaboration require change. This special issue represents a transitional discussion of models, illustrations, and training approaches to effective medical and educational collaboration. Nearly 18% of school-age children have one or more chronic health conditions and 7% of those have significant functional limitations as a result (Farmer, Clark, & Marien, 2003). Medical issues have a profound effect on children’s academic achievement and social development (Bradley-Klug, Grier, & Ax, 2006; Thies, 1999). One of the most effective strategies for prevention and intervention with a host of pediatric medical issues is working with the child’s school (Bowman, 2001; Brown & Bolen, 2003). It has long been noted, however, that it takes the coordinated efforts of both educational personnel and health care practitioners to successfully tackle the medical, academic, and mental health needs of children and their families (Zins & Wagner, 1997). The reciprocal relationship between health care service

Doctoral School Psychology Internships in NonSchool Settings in the United States

School psychologists in the United States work in a variety of settings outside of schools, particularly school psychologists with doctoral degrees. As interns are more likely to obtain employment in a setting similar to the internship site, this study reviewed non-school internship centres that indicated they would consider applications from school psychology doctoral students. Internship directors were asked to complete a questionnaire about the characteristics of the internship site and their perceptions of doctoral interns. School psychology interns devoted the majority of their time to individual and group counselling and psychotherapy and assessment. School psychology interns were perceived as having strengths in educational and psychological assessment and consultation and weaknesses in individual, group and family counselling/psychotherapy. Doctoral students from school psychology programs are perceived as strongest in areas equated with the traditional role of school psychologists in the schools, and weakest at the tasks in which they would devote most time in non-school settings. School psychology doctoral students seeking an internship outside of schools should select additional coursework in counselling and psychotherapy, diagnostic personality assessment and practica in settings similar to the desired internship site. Training programs can support students by providing mentorship and assistance in obtaining the requisite courses and field experiences.

Contractual school psychological services: Prevalence and practices

This study investigated the prevalence and practices of contract school psychological services in public schools. A survey was sent to all 121 school districts in a southeastern state, with 111 surveys completed for a response rate of 92%. Results indicated that most school districts did not believe that contracting is cost effective. The primary service provided by contractual service providers was triennial reevaluations. The administrator most often charged with the hiring and supervision of contract providers was not a school psychologist. The credential most often required of a contracting psychologist was a State Board of Psychology license, with only a few requiring documentation of relevant coursework or experience. The results of this study indicated that the most pressing concern for the profession of school psychology regarding contractual services is ensuring that contract services are provided and monitored according to appropriate standards of practice.