School Psychologist Workload & Stress

Statement of the Problem & Study Purpose

School psychology has grown since the status of children and education has become a focus. Improving society is viewed in the context of improving the quality of the children through the educational process, which includes the role of the school psychologist. Public school enrollment has risen, as have the problems and needs for the school psychologist. By the early part of the century, children were reported as experiencing speech, sensory, and health problems, which required the psychologist to collaborate with a physician. Special education has also grown, with special class development and the use of educational and intelligence tests increasing. The tasks were becoming multiple and the support systems were not growing accordingly. State and national level organizations to serve the interests of the school psychologist were lacking as were training and accreditation (Fagan, 2000). The National Association of School Psychologists (2002) provides information regarding the status of education and the role of the school psychologist, however, more professional support is needed.

O'Connor (2001) reports that psychologists suffer from distress and impairment, due to personal and occupational factors. Kruger, Maital, Macklem, Shriberg, Burgess, Kalinsky, and Corcoran (2001) reported that psychologists face a major challenge in finding rele

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educational system as well as mental health services. Historically the school psychologist was involved in measuring intelligence and academic achievement and working with special education students. However, this profession has grown to include the delivery of services to all students, many of whom are high-risk. In addition to the traditional settings described, forensic school psychologists work in psychiatric and correctional facilities with mentally disordered offenders and youth that are behavior disordered. This group of professionals face a unique set of challenges which differ from those faced by the school psychologist in the public school setting. Crespi (1990) reported that this group of psychologists must have knowledge regarding psychology and the law. They must be familiar with appropriate issues faced by the public school psychologists as well as issues and assessment of which surround dangerous behavior, organic problems, classroom risks, intellectual limitations, and potential benefits of treatment or education. They need to be familiar with court-related issues and provide evaluations to the courts. They must understand the influences of institutional placement such as involuntary confinement and they
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Approximate Word count = 2701
Approximate Pages = 11 (250 words per page)

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