Lowering Barriers to Progress at the State Level

Autor/inn/en	Hite, John; Boulos, Jayne
Titel	Lowering Barriers to Progress at the State Level
Quelle	In: Communique, 40 (2011) 4, S.24-25 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	School Psychologists; School Psychology; Barriers; Comprehensive School Health Education; State Legislation; Child Advocacy; Change Strategies; State Standards; Organizational Change; Maine + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Schulpsychologie; Landesrecht; Kinder- und Jugendanwaltschaft; Lösungsstrategie; Organisationswandel
Abstract	On September 27th, Maine finally joined 47 other states in allowing the use of the term "school psychologist" for those holding a masters or specialist degree. Furthermore, Maine has become the first and only state to write the NASP Practice Model into law, thus holding school-based psychologists to the highest professional standards. This change helps those who hold this school psychology credential to focus on prevention and intervention, thus ensuring maximal care for our children and families. By adopting this legislation, Maine is leading the way in recognizing the value of defining the comprehensive and integrative service model as an essential part of helping all children. Getting to this place has been a long journey that required significant communication and professional advocacy efforts. This article shares the authors' experiences in Maine which left them with the strong impression that it is incumbent upon school psychologists to take on advocacy roles for education with their state legislatures. They believe school psychologists are the perfect liaisons between policy and practice; they are in the best position to actually elicit change in helping families. Creating relationships, going to hearings, and going to work sessions are very meaningful ways for school psychologists to offer support and make a difference in issues critical to the children they serve. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10