Invigorating science, practice, and policy relevant to school psychology throughout the world.

2015 ◽  
Vol 30 (1) ◽  
pp. 1-7
Author(s):  
Shane R. Jimerson
Keyword(s):  
School Psychology ◽  
Science Practice ◽  
The World

The Performance Management Fix Is In: How Practice Can Build on the Research

2015 ◽  
Vol 8 (1) ◽  
pp. 80-85 ◽  
Author(s):  
Paul E. Levy ◽  
Stanley B. Silverman ◽  
Caitlin M. Cavanaugh
Keyword(s):  
Performance Management ◽  
Organizational Psychology ◽  
The State ◽  
Science Practice ◽  
The World ◽  
Practice Gap ◽  
The Creation ◽  
Industrial And Organizational Psychology ◽  
Scientist Practitioner Model ◽  
The Way

The scientist–practitioner model of training in industrial and organizational psychology provides the foundation for the education of industrial and organizational psychologists across the world. This approach is important because, as industrial and organizational psychologists, we are responsible for both the creation and discovery of knowledge and the use or application of that knowledge. In multiple articles recently published in this journal, Pulakos and her colleagues (Pulakos, Mueller Hanson, Arad, & Moye, 2015; Pulakos & O’Leary, 2011) have argued that performance management (PM), as applied and implemented in organizations, is broken. This is not a unique take on the state of PM in organizations, as others have been arguing for many years that PM is no longer working in organizations the way that we would like it to work (Banks & Murphy, 1985; Bretz, Milkovich, & Read, 1992). Further, for many years and in many Society for Industrial and Organizational Psychology conference panels and debates in the literature, we have been inundated with discussions and conversations around the science–practice gap and around the gap being especially evident in PM.

School Psychology Services Around the World

1991 ◽  
Vol 36 (7) ◽  
pp. 603-604
Author(s):  
Rosa A. Hagin
Keyword(s):  
School Psychology ◽  
The World

Where in the World is School Psychology?

2008 ◽  
Vol 29 (2) ◽  
pp. 131-144 ◽  
Author(s):  
Shane R. Jimerson ◽  
Mary Skokut ◽  
Santiago Cardenas ◽  
Heather Malone ◽  
Kaitlyn Stewart
Keyword(s):  
School Psychology ◽  
The World

School psychology: Learning lessons from history and moving forward

2010 ◽  
Vol 31 (6) ◽  
pp. 581-598 ◽  
Author(s):  
Peter Farrell
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Learning Difficulties ◽  
Medical Model ◽  
Vulnerable Children ◽  
Iq Testing ◽  
Educational Provision ◽  
Knowing That ◽  
The World ◽  
Distinctive Role

At a time when, in most countries, the profession of school psychology is experiencing a period of growth and expansion, many problems still remain. The origins of these problems are linked to the historical development of the profession which has provided school psychologists with a unique and distinctive role in administering IQ tests and using the results to make decisions about special educational provision for children with learning difficulties. This article reviews recent research that is heavily critical of the relevance of IQ testing and the associated medical model of working, and then considers some of the barriers which prevent school psychologists from changing their practices. It concludes with suggestions as to how the profession can move forward with confidence, knowing that it can make a distinctive contribution to supporting vulnerable children, schools and communities around the world.

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