School Psychology Manpower Characteristics and Needs in Rural and Urban Tennessee: A Five Year Follow-Up.
A five-year followup survey was conducted with both rural and urban Tennessee school administrators to ascertain current school psychology manpower characteristics and needs and to determine how these parameters have changed over that period of time. Psychological services continue to be reported as available in almost all districts reporting, and increases are reported in the number of full-time personnel providing service, in the number of personnel holding State Department of Education certification as a school psychologist, and in the level of desired training of psychological personnel. A substantial number of administrators continue to indicate the quantity of psychological services is inadequate to meet their needs, but the number of actual position openings has declined over the five year period and are very few in number in relation to reported needs. The possible implications of the data to overall manpower concerns, and specifically to the Master Teacher-Better Schools programs, are discussed.
School psychology in the U.S.: A quantitative survey
Abstract Thirty-two states and the District of Columbia responded to a survey on their school psychology services programs in the period 1966–1974. Ratios of workers to students averaged 1 to 21,900 in the base period, improving to 1 to 8,100 by school year 1974–1975. Rates of growth and rankings are given by state, as well as projected goals for responding states.
Differences between urban and rural school psychology: Training implications
Urban and rural school psychologists in Virginia were surveyed on role diversity, role emphasis, continuing education, and job satisfaction. As predicted, rural school psychologists have a more diverse role, spend less time in traditional assessment activities, and are more likely to engage in activities involving them at the systems and community levels. School psychologists indicated their perceptions of differences in rural and urban school psychology. Implications of urban vs. rural practice for school psychology training programs are discussed.