Division 16 – School Psychology

Primary choice of divisional membership.

Division 16: School Psychology is composed of scientific-practitioner psychologists whose major professional interests lie with children, families and the schooling process. The division represents the interests of psychologists engaged in the delivery of comprehensive psychological services to children, adolescents and families in schools and other applied settings. The division is dedicated to facilitating the professional practice of school psychology and actively advocates in domains, such as education and health care reform, which have significant implications for the practice of psychology with children. Members receive the journal School Psychology Quarterly and the quarterly newsletter The School Psychologist. The division welcomes student members. Non-doctoral-level school psychologists and practitioners are welcome to join the division as professional affiliates.” (APA. (2018).)


A possible reason for the friction between the APA and school psychologists is fact that school psychologists don’t need an doctoral level degree to practice. In my brief study of contemporary articles, I also found that the focus in 1945 was very much to service adults, not the work with school aged children. Even considerations in education are going very much towards treatment and utilization of a possible work force.

Current developments are concerned primarily with the educational adjustment of veterans and handicapped groups. The greater availability of public educational services for such groups as veterans(100,107,Hl), and handicapped(3l), has brought new problems to higher education(79,98), and vocational education. The National Education Association(108,116), in its studies of proposals for public education for post-war America, recommends emphasis upon vocational programs which give work experience and which give general knowledge of several occupations and detailed working knowledge of one occupation. Traxler (80), in his discussion of present developments in higher education, points to seven trends in college programs: (1) Federal aid for veteran education; (2) liberalization of college entrance requirements; (3) reconsideration of objectives of liberal arts curricula; (4) improvement in educational and vocational guidance; (5) increased cooperation between college and community; (6) local control of post-war education; and (7) consideration of educational needs of other countries.” (Novis. (1946).)