04/24/98

What are some of the pros and cons of working as a school psychologist?

Q: I am an undergraduate student majoring in elementary education and psychology. The profession of school psychology sounds interesting to me. What are some of the pros and cons of working as a school psychologist? How stressful is it? How often do you encounter situations where the teachers or parents ignore your opinions and suggestions? Are you swamped with paperwork and regulatory red tape?

A: School psychology is a great profession for a person who enjoys working with children and helping them figure out who they are and how to work through school adjustment and learning problems.

Responsibilities include, but are not limited to, assessment (of intelligence, achievement, learning style, behavior and social/emotional status), written report writing and presentation of results at PPT (Planning and Placement Team) meetings, counseling (individual and group), consultation with teachers and parents about a whole range of issues and interventions, contribution of goals to IEPs (Individual Education Plans) and participation on several school committees designed to develop or implement programs and services in special education. Many school psychologists also teach, supervise interns and contribute to the development of new programs.

Stressors vary from year to year depending on such factors as number of referrals, complexity of presenting problems of students, and level of cooperation of teachers, parents and administrators. Good time management skills and the ability to set priorities are essential. Supportive teamwork among colleagues helps reduce stress considerably.

Every professional runs into the problem of being ignored once in awhile, but I don't think it happens often if you are thorough and back up recommendations with sound reasoning, data and empathy for the other person's point of view.

The practice of school psychology involves a great deal of paperwork, such as writing coherent evaluation reports, developing goals and objectives for IEPs, and documenting consultations and interventions. Keeping up with this documentation is a major part of the job and must be done to meet deadlines set by law.

I've served preschool through high school populations and have discovered challenges unique to each age group. I encourage you to spend some time teaching before you enter graduate school for training as a school psychologist, because you will have greater credibility with teachers if you have spent some time in their shoes.

Please send questions or comments to bbruno@snet.net.