Advocating for Mental Health Supports in Schools: A Step-by-Step Guide
... First, prospective students must know about the field of school psychology and what it entails. The active recruitment, training, and educator retention theory (Dockweiler, 2023) articulated several targets for those looking to increase the number of students in the school psychology pipeline. Recruitment efforts should focus on awareness campaigns for middle and high school students to ensure that they are able to recognize the field of school psychology. ...
... Recruitment efforts should focus on awareness campaigns for middle and high school students to ensure that they are able to recognize the field of school psychology. Additional efforts need to focus on those students in undergraduate institutions, which recommend strategic recruitment for those students studying nursing, sociology, biology, and other similar majors (Dockweiler, 2023). One such effort, a largescale attempt to grow the profession of school psychology, was conducted through the NASP Exposure Project (NASP-EP; National Association of School Psychologists, n.d.). ...
... Once exposure interventions are successful, prospective students may begin to apply for graduate school. This is the point at which universities begin their formal recruitment efforts to understand what activities and program attributes are most likely to attract students to their program (Dockweiler, 2023). In other words, once students have decided to pursue a career in school psychology, programs must then actively recruit students to attend their program. ...
A current issue in the field of school psychology is the extreme shortage of school psychologists, and this is likely to persist in the future. Effective recruitment into school psychology programs is one of the most important strategies to increase the number of school psychologists. Within the present study, researchers created the Graduate Enrollment Admissions Rating Scale (GEARS), a survey measuring several different factors that school psychology students consider when applying to graduate programs, to determine what factors contributed to school psychology students’ choice of program. The GEARS was sent via email to current school psychology graduate students. Overall, current students rated program quality, including faculty friendliness, as the most important factor influencing their decision. Second, considerations reflecting the program cost were influential. Diversity issues were the third most important factor in students choosing their school psychology programs. Costs and research/teaching opportunities were more important in the recruitment of doctoral students than specialist students, but specialist students valued convenience of a program more than doctoral students. Results of this study suggest that faculty members in charge of recruiting need to consider ways to manage tuition costs, develop relationships with future students, and strive toward high-quality programs as the best ways to increase the likelihood that students will attend their university.
Those tasked with recruiting students to school psychology programs have limited resources. Yet, they need to identify which sources of information prospective students will use to inform their choice of school psychology programs. A survey was developed to measure which information sources school psychology students consider when applying to graduate programs and to determine which demographic factors contribute to the types of information used. The survey was administered via email and completed by 406 current school psychology students. An exploratory factor analysis found three factors related to General Information, Program Details, and Student Outreach. Overall, students highlighted the importance of general information that is available on the website. Student outreach efforts were less preferred, though students did value the opportunities to talk with faculty members such as the program coordinator. Effects of race, gender, first‐generation status, and in‐state status were not significantly related to student information preferences. Results suggest that programs should consider creating high‐quality program, departmental, and university websites as the most effective way to provide information to prospective students.
This exploratory mixed methods study investigates the school psychology workforce shortage phenomenon and underlying contributing factors. The development of an Education Specialist school psychology program in the middle of the COVID‐19 pandemic prompted the authors to explore variables impacting awareness of the school psychology profession. State policies were reviewed to identify how many states have adopted the nationally recommended 1:500 ratio for school psychologists. Additionally, undergraduate and postbaccalaureate student knowledge of the work of school‐based mental health professionals, specifically school psychologists, was surveyed. Finally, the authors explore the need for new action frameworks to achieve this awareness and to promote workforce policy development. Based on findings, three key points for practitioners are the need to promote the adoption of policies that align with the 1:500 recommended ratio for school psychologists, increase awareness of the profession with preservice and in‐service educators, and create coordinated training pathways and career opportunities for individuals to become school psychologists.
Given the current resurgence of interest in decolonisation in education and the wider social sciences, this article aims to bring an original contribution to an evolving and important discussion. The methodology of this work is possibly unique in the sense that it allows a range of academics from an English university to voice their decolonising proclamations. The authors of the article are a combination of white, black, Asian and mixed raced colleagues who have come together as part of a support group entitled: 'Beyond the Threshold: dismantling racism together'. They draw upon their research and apply professional practice in relation to differing aspects of generally decolonising education and specifically decolonising curricula. We believe as a group that the notion of de-colonising applies to all sections of education and not only schools, but nurseries, colleges and universities. The objective of this paper is to proclaim our advocacy of the need to decolonise and provoke the reader into reflecting and thinking about her/his feelings, views and experiences on decolonising. We hope this will encourage more research within education contexts into the complexity of decolonising the curriculum, as well as increasing equity in education and society.
Purpose of Review
This review of the literature aims to explore the impact of the COVID-19 pandemic and the lockdown on teenagers’ mental health. We distinguish two groups: adolescents who had already been diagnosed with a mental disorder and the general population of adolescents.
Recent Findings
An increase in the number of mental health-related difficulties in adolescents has already been reported in previous health crises. Accordingly, the perceived well-being of teenagers declined during the COVID-19 pandemic. Adolescents with mental disorders were significantly more affected by the lockdown than those in the general population.
Summary
The effect of the COVID-19 crisis on the mental health of adolescents has been heterogeneous. The first pandemic wave was essentially associated with an increase of internalizing symptoms in adolescents, particularly anxiety, depression and eating disorders. The impact on externalizing symptoms was less clear, and seem to concern mostly adolescents with pre-existing behavioral disorders. During the second and later waves of the pandemic, an upsurge of suicidal ideation and attempts among adolescents have been reported in many countries.
Background
The diagnosis of complex post-traumatic stress disorder (CPTSD) was proposed several decades ago by scientist-practitioners, almost parallel to the first description of the diagnosis of post-traumatic stress disorder (PTSD). In the previous International Classification of Diseases, version 10 (ICD-10) issued by the World Health Organization (WHO), this symptom constellation was termed ‘enduring personality change after catastrophic experience’. This diagnosis has not been clinically influential, nor has it been subjected to much research. Thus, in a multi-stage process of ICD-11 development, the diagnosis of CPTSD was developed.
Methods
This paper provides a review of the historical lines of development that led to the CPTSD diagnosis, as well as the results since the ICD-11 publication in 2018.
Results
The CPTSD diagnosis comprises the core symptoms of the – newly, narrowly defined – PTSD diagnosis, the three symptom groups of affective, relationship, and self-concept changes. The diagnosis is clinically easy to use in accordance with the WHO development goals for the ICD-11 and has shown good psychodiagnostic properties in various studies, including good discrimination from personality disorder with borderline pattern.
Conclusion
The scholarly use of the new diagnosis has resulted in an increasing number of published studies on this topic in the diagnostic and therapeutic fields.
We take a look back to 1995 when Conoley and Gutkin shared their vision for an adult-focused practice of school psychology with a primary focus on developing health-promoting systems for schoolage children. We then look to the present to what has happened and not happened to substantiate their vision. We found very encouraging developments and continuing challenges in the research targets and practice roles of school psychologists. There is no shortage of evidence-based strategies to improve the school experience of all children. The opportunities offered by, for example, the Multi-Tiered Systems of Support paradigm are promising, but it is unclear whether school psychologists are assuming leadership roles in this work. Furthermore, incorporating postdoctoral specialties is a promising role expansion for school psychologists, but most of the specialties keep the psychologists' focus on individual child assessment and treatment. School psychology is a very large professional tent with room for many approaches to preventing childhood disorders and promoting behavioral and academic success. Graduate education and current practice seem to reflect the traditional test and place roles for psychologists that Conoley and Gutkin hoped to expand beyond 25 years ago. Research efforts and national organization supports are hopeful, however, for a reimagined practice of psychology that makes use of the powerful ecosystems that affect children's well-being. Much work is yet to be done. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
South Carolina (SC) is a leading state for the delivery of comprehensive school mental health (SMH) services, involving mental health education system partnerships. Currently, more than 60% of SC schools include mental health clinicians from the state Department of Mental Health; there is a widely endorsed goal 100% of SC schools to have at least one SMH clinician within a few years. Leveraging SMH helps address the systemic barriers for youth access to behavioral health services, particularly the effects of federalism and segmentation of services. The present article will discuss background on the development of SMH in SC, major policy initiatives and communities of practice that are propelling the work forward, best practices, and guiding principles for addressing barriers related to youth behavioral health.
Impact Statement Schools are an ideal location to provide mental health services to children and adolescents within a community. There is great variability between SMH within the United States, and SC has emerged as a national leader in SMH. We reviewed mental health initiatives for youth in SC, and we extracted guiding principles to inform future mental health initiatives for children and adolescents in SC and throughout the United States.
It is becoming increasingly apparent that certain phenotypes are inherited across generations independent of the information contained in the DNA sequence, by factors in germ cells that remain largely uncharacterized. As evidence for germline non-genetic inheritance of phenotypes and diseases continues to grow in model organisms, there are fewer reports of this phenomenon in humans, due to a variety of complications in evaluating this mechanism of inheritance in humans. This review summarizes the evidence for germline-based non-genetic inheritance in humans, as well as the significant challenges and important caveats that must be considered when evaluating this process in human populations. Most reports of this process evaluate the association of a lifetime exposure in ancestors with changes in DNA methylation or small RNA expression in germ cells, as well as the association between ancestral experiences and the inheritance of a phenotype in descendants, down to great-grandchildren in some cases. Collectively, these studies provide evidence that phenotypes can be inherited in a DNA-independent manner; the extent to which this process contributes to disease development, as well as the cellular and molecular regulation of this process, remain largely undefined.
Shortage of school psychologists in the USA jeopardizes the capacity of schools to meet the needs of struggling students. The aim of the study was to evaluate the progression of school psychologists through the professional preparation—to practice pipeline for attracting, preparing, and retaining school psychologists. Descriptive research methods were used to retrospectively track three annual cohorts of graduate students from eight school psychology programs as they progressed through key milestones in their preparation and early professional practice. The results indicate that a large percentage of students completed their graduate program and continued to work in the field 1-, 3-, and 5-year post-internship for a sample that was predominately White and female. The implications of the study reinforce previous calls for graduate programs to engage in targeted, personalized efforts for recruiting graduate students with minoritized cultural identities to better meet the needs of students from culturally and linguistically diverse backgrounds.
The science behind implicit bias tests (e.g., Implicit Association Test) has become the target of increased criticism. However, policy-makers seeking to combat discrimination care about reducing bias in people's actual behaviors, not about changing a person's score on an implicit bias test. In line with this argument, we postulate that scientific controversies about implicit bias tests are irrelevant for anti-discrimination policy, which should instead focus on implicit bias in actual discriminatory behavior that occurs outside of awareness (in addition to instances of explicit bias). Two well-documented mechanisms can lead to implicit bias in actual discriminatory behavior: biased weighting and biased interpretation of information about members of particular social groups. The policy relevance of the two mechanisms is illustrated with their impact on hiring and promotion decisions, jury selection, and policing. Implications for education and bias intervention are discussed.
The novel coronavirus (COVID-19) pandemic has created an unprecedented global health challenge. There is risk that the outbreak will create a “second pandemic” of mental health crises in health systems and communities. Thus, a comprehensive public health response to the pandemic must include (a) attention to the psychological aspects of hospitalization for patients, families, and staff affected by COVID-19; (b) planning for emergency and acute psychiatric patient care if hospitals become overwhelmed with COVID-19 patients; and (c) innovations for providing mental health care in communities while social distancing is required and health system resources are strained. Nurses and nurse leaders must anticipate these mental health challenges, assist with preparedness in health systems and communities, and advocate for a coordinated response to promote mental wellness and resilience.
Deaths due to suicide and homicide, often referred to collectively as violent deaths, have consistently been a major cause of premature death to persons aged 10–24 in the United States (1–3). In 2017, suicide was the second leading cause of death for persons aged 10–14, 15–19, and 20–24, and homicide ranked third for persons aged 15–19 and 20–24 and fifth for persons aged 10–14 (4). This report presents trends for 2000–2017 in suicide and homicide death rates for all persons aged 10–24 and for age groups 10–14, 15–19, and 20–24.
This article discusses how advocacy can be taught to both law and public health students, as well as the role that public health law faculty can play in advocating for public health. Despite the central role that advocacy plans in translating public health research into law, policy advocacy skills are rarely explicitly taught in either law schools or schools of public health, leaving those engaged in public health practice unclear about whether and how to advocate for effective policies. The article explains how courses in public health law and health justice provide ideal opportunities to teach advocacy skills, and it discusses the work of the George Consortium, which seeks to engage public health law faculty in advocacy efforts.
Principals have power to delegate job responsibilities to school counselors, and this may impact principal–school counselor relationship quality. In a study grounded in leader–member exchange theory, we surveyed 167 school counselors about the relationship between their job roles, gender, and years of experience and the quality of their principal–school counselor relationship. Results indicated that relationship quality was positively related to curriculum activity and consultation activity and negatively related to other activity and gender. We discuss implications for school counseling practice and research.
Despite the prevalence and negative consequences of depressive disorders among youth, as well as the need for schools to adopt and implement a continuum of mental health services to address depressive disorders, school mental health providers receive very limited guidance in the selection and application of appropriate evidence-based depression prevention and intervention programs for use within a school-based multi-tiered system of support (MTSS). With the goal of supporting school-based mental health providers in the delivery of evidence-based practices targeting depressive symptoms among youth within a MTSS framework, the following study sought to conduct a critical review of the existing school-based prevention and intervention programming for depressive disorders for youth. A systematic, four-stage review was performed from which 119 studies examining 57 unique programs were identified. A review of the studies, including presentation of various participant (e.g., age, grade, ethnicity), study (e.g., control group, randomization), and program (e.g., primary focus, findings, MTSS tier) characteristics, is included. Implementation considerations review and future directions for research are discussed.
Racial minority youth are disproportionally removed from their learning environment due to school discipline and placed in special education for emotional disturbance. These disparities continue to trouble families, educators, and policy makers, particularly within urban schools. Yet, there is a paucity of research on how behavioral outcome disparities occur in different states. This study addresses this gap examining the extent and predictors of behavioral outcome disparities in Wisconsin. Using the entire state’s data, we conducted multilevel logistic regression analyses. The analyses showed that African American students were seven times and Native American and Latino students were two times more likely to receive exclusionary discipline. African American students and Native American students were two to three times more likely to be labeled as emotionally disturbed. Students’ race, gender, income, language, attendance, and academic proficiency were related to outcome disparities while school characteristics were not significant predictors except the percentage of transferred students. Implications for future research and practice are discussed.
In this timely and important new book, Gary Anderson provides a devastating critique of why a managerial role for educational leaders is counterproductive, especially for improving opportunities for low-income students and students of color, and instead proposes ways of re-theorizing educational leadership to emphasize its advocacy role. Advocacy Leadership lays out a post-reform agenda that moves beyond the neo-liberal, competition framework to define a new accountability, a new pedagogy, and a new leadership role definition. Drawing on personal narrative, discourse analysis, and interdisciplinary scholarship, Anderson delivers a compelling argument for the need to move away from current inauthentic and inequitable approaches to school reform in order to jump-start a conversation about an alternative vision of education today.
There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on the benefits of SE skills, again noting key methodological issues with respect to shadow pricing. Finally, we perform BCA of four selected social and emotional learning (SEL) interventions: 4Rs; Second Step, Life Skills Training; and Responsive Classroom. These analyses illustrate both methodological and empirical challenges in estimating net present values for these interventions. Even with these challenges, we find that the benefits of these interventions substantially outweigh the costs. We highlight promising areas of research for improving the application of BCA to SEL.
Are some educational organizations “smarter” than others in their capacity to solve problems and introduce change initiatives? Rather recent developments in organization theory suggest the answer is quite probably yes. The objective of this article is to integrate three key segments of the research literature (organizational memory, organizational learning, and institutional theory) into an overall conceptual framework. An argument is made that the framework lends insight into three progressively comprehensive types of change: homogenization (where one school adjusts its composition to look like other schools), evolution (where first steps into unknown territory are taken), and reform (where significant transfiguration takes place).
Psychology's expertise as a behavioral science is essential to effectively address society's most pressing concerns. Advocacy for clients and the public good--and in turn, for the profession of psychology--occurs on multiple levels through active participation in local and federal legislatures, agencies, foundations, and nonprofit organizations that influence implementation of regulations and policies. The authors offer a number of observations and recommendations from their cumulative past experience to argue that presence, persistence, and long-term vision are absolutely essential for the ultimate success and advancement of professional psychology. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study examined points of entry into the mental health service system for children and adolescents as well as patterns of movement through five service sectors: specialty mental health services, education, general medicine, juvenile justice, and child welfare.
The data were from the Great Smoky Mountains Study, a longitudinal epidemiologic study of mental health problems and service use among youths. The sample consisted of 1,420 youths who were nine, 11, or 13 years old at study entry. Each youth and a parent were interviewed at baseline and every year thereafter about the use of services for mental health problems over the three-year study period.
Population estimates indicated that 54 percent of youths have used mental health services at some time during their lives. The education sector was the most common point of entry and provider of services across all age groups. The specialty mental health sector was the second most common point of entry for youths up to age 13 years, and juvenile justice was the second most common point of entry for youths between the ages of 14 and 16. Youths who entered the mental health system through the specialty mental health sector were the most likely to subsequently receive services from other sectors, and those who entered through the education sector were the least likely to do so.
The education sector plays a central role as a point of entry into the mental health system. Interagency collaboration among three primary sectors-education, specialty mental health services, and general medicine-is critical to ensuring that youths who are in need of mental health care receive appropriate services.
The concept of social justice has become increasingly prominent in school psychology practice, research, and training. While the literature in this area has burgeoned over the last decade, relatively less scholarship has synthesized global perspectives on social justice. This article provides a brief introduction to the special issue, International Perspectives on Social Justice. In particular, we describe contributions of each of the issue’s four articles to the social justice literature in school and educational psychology as well as identify prominent themes. Finally, we describe potential directions for advancing an international social justice agenda in school psychology.
School psychology is experiencing a personnel shortage crisis, and scholars suggest that a possible contributing factor is its underrepresentation in undergraduate psychology curricula. Most school psychology trainers do not teach at the undergraduate level, thus undergraduate psychology students may not be adequately exposed to school psychology during undergraduate training. Research suggests that increased knowledge and exposure to school psychology are associated with increased intentions for school psychology. In the current study, 55 undergraduate students completed measures of knowledge, exposure, self-efficacy, outcome expectations, and choice intentions at the beginning and end of professional psychology courses. Results indicated that students enrolled in undergraduate psychology courses did not demonstrate significant increases in the aforementioned areas for school psychology. Efforts such as creating school psychology–specific courses or infusing material should be made to increase the representation of school psychology in undergraduate psychology curricula.
Counseling programs across the country are increasingly incorporating social justice advocacy training into their curricula. However, much remains to be learned about the developmental processes by which students develop advocacy skills and apply those skills after they graduate. To address these questions and drive further innovation in the field of advocacy training, we conducted an evaluation of the Community Advocacy Project, a yearlong microlevel advocacy training model that teaches mental health counseling master’s students to use relationship-centered advocacy with individuals in marginalized communities. We interviewed 19 counselors within 2.5 years of their graduation from the project about their experiences of the program and their current advocacy work. Using qualitative description, we developed a model describing processes of Internal Grappling, Building the Advocacy Relationship, and Integrating the Advocate Identity that highlights the importance of a yearlong one-on-one advocacy relationship, intensive reflection and supervision, and community collaboration.
John Kingdon's multiple‐streams model, developed to explain the policy formulation process, is often cited in the policy literature, and remains a staple of policy courses. In spite of critiques suggesting Kingdon's work is theoretically shaky and difficult to observe empirically, the work seems to retain a prominent place in the policy literature, garnering hundreds of citations since its publication. This article provides a review of the literature employing Kingdon's work, from 1984 to the present. The results show that the model has been used across all inhabited continents but suggest a decline in the use of the model in the U.S. scholarly literature. Other theories are liberally used in conjunction with Kingdon's model. The study provides an update on recent trends in the model's use and offers guidelines for interested researchers about topics that are considered as a productive endeavor, going forward.
Related Articles
Knutsen , Wenjue Lu. 2012 . “.” Politics & Policy 40 (): 161 ‐ 192 . http://onlinelibrary.wiley.com/doi/10.1111/j.1747-1346.2011.00339.x/abstract
Weiner , Terry. 2007 . “.” Politics & Policy 35 (): 872 ‐ 897 . http://onlinelibrary.wiley.com/doi/10.1111/j.1747-1346.2007.00087.x/abstract
David , Charles‐Philippe. 2015 . “.” Politics & Policy 43 (): 163 ‐ 195 . http://onlinelibrary.wiley.com/doi/10.1111/polp.12106/abstract
Related Media
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Although school psychologists have been called on in recent literature to assume a leadership role in a collective and comprehensive effort to address students’ mental health needs, many practitioners find that their professional roles continue to be narrowly focused on special education-related activities, such as individualized assessment and eligibility determination. Meanwhile, students’ mental health needs have never been greater. The current study focused specifically on school psychologists’ provision of school-based counseling, an activity that has been shown to be effective in addressing students’ mental health needs, as well as a professional role that many practitioners have expressed a desire to expand. A national sample of school psychologists responded to an Internet survey related to various aspects of counseling service delivery, including their training to provide services, current practices, and perceptions of the importance for school psychologists to assume the responsibility of providing school-based counseling services.
Since the human genome was sequenced, the term "epigenetics" is increasingly being associated with the hope that we are more than just the sum of our genes. Might what we eat, the air we breathe, or even the emotions we feel influence not only our genes but those of descendants? The environment can certainly influence gene expression and can lead to disease, but transgenerational consequences are another matter. Although the inheritance of epigenetic characters can certainly occur-particularly in plants-how much is due to the environment and the extent to which it happens in humans remain unclear.
Research has shown that adverse childhood experiences (ACEs) increase the risk of poor health-related outcomes in later life. Less is known about the consequences of ACEs in early adulthood or among diverse samples. Therefore, we investigated the impacts of differential exposure to ACEs on an urban, minority sample of young adults. Health, mental health, and substance use outcomes were examined alone and in aggregate. Potential moderating effects of sex were also explored. Data were derived from the Chicago Longitudinal Study, a panel investigation of individuals who were born in 1979 or 1980. Main-effect analyses were conducted with multivariate logistic and OLS regression. Sex differences were explored with stratified analysis, followed by tests of interaction effects with the full sample. Results confirmed that there was a robust association between ACEs and poor outcomes in early adulthood. Greater levels of adversity were associated with poorer self-rated health and life satisfaction, as well as more frequent depressive symptoms, anxiety, tobacco use, alcohol use, and marijuana use. Cumulative adversity also was associated with cumulative effects across domains. For instance, compared to individuals without an ACE, individuals exposed to multiple ACEs were more likely to have three or more poor outcomes (OR range=2.75-10.15) and four or more poor outcomes (OR range=3.93-15.18). No significant differences between males and females were detected. Given that the consequences of ACEs in early adulthood may lead to later morbidity and mortality, increased investment in programs and policies that prevent ACEs and ameliorate their impacts is warranted.
The purpose of this study was to begin to examine the relationships between social emotional factors related to resilience as measured by the Devereux Student Strengths Assessment (DESSA) and the degree of impairment as reflected in problem behaviors reported by parents according to the Home Situations Questionnaire (HSQ). A second goal was to study the relationships between impairment as measured by the HSQ with intelligence as measured by the Wechsler Intelligence Scale for Children-Fourth Edition (WISC-IV) and the Cognitive Assessment System (CAS). The participants were 49 children (76% males; all White; aged 6-14 years; mean = 8.9, SD = 2.0), evenly distributed among those diagnosed with attention deficit hyperactive disorder (ADHD) Inattentive, ADHD Combined type, ADHD Not Otherwise Specified, learning disabilities, mild mental retardation, depression, and combined depression and ADHD. The DESSA T score was 38.6, suggesting that this group of referred children were low in social-emotional protective factors. The WISC-IV Full Scale IQ was 96.8, with scores ranging from 87.7 on Processing Speed to 102.5 on Verbal Comprehension, and the CAS Full Scale was 94.5, with scores ranging from 90.9 in Planning to 100.4 in both Simultaneous and Successive processing abilities. Seven of the eight DESSA scales correlated significantly with the HSQ, as did the Social-Emotional Composite (r = -.53); lower social-emotional competence scores DESSA were associated with higher degrees of impairment in home situations. In contrast, none of the WISC-IV or CAS scales were significantly correlated with the HSQ.
Despite an attractive set of premises, the authors of the article “Where Will …? (this issue) fail to identify the reasons for school psychology's frustrations with role and function. Many wonderful ideas and blueprints have appeared in previous literature with little accompanying revolution in practice. The reasons for these failures are outlined.
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