Similar to the "trades," there are basic skills and tools we use as school psychologists to do what we do. Tools developed through sound scientific methodology and standardized procedures. Tools that are truly remarkable in many cases in their ability to enlighten the pathway to an individual's truths, be it intelligence, learning style, or personality. But tools they are.

A journeyman carpenter knows how to use the tools that work wood, but it is the coupling of those tools with knowledge (wood species, finishes, etc.), experience (the right tool for the right job), creativity (the art of fine woodworking), and years of practice that makes a master carpenter.

The journeyman school psychologist is trained in assessment, consultation processes, and direct intervention techniques; the tools of school psychology. A glitch in the training (pre- and in-service) of school psychologists is often the lack of attention to the development of clinical judgment, or knowing the right tool or strategy for the right job. No small part of this glitch is the ongoing lack of clinical supervision. Many school psychologists become overly dependent on the apprentice skills they brought to the job from graduate school. Without solid clinical supervision or focused continuing professional development, those skills may never develop beyond the apprentice or journeyman level. Admittedly, when the referral rate is extreme, it is easy for even a veteran practitioner to fall back on the basic skills, tools, and routines of the job.

As it is in fine woodworking, creativity is the art of school psychology. If we are to ever meet the needs of children and families in the future, with diminishing numbers of school psychologists, we must be creative. How do we justify providing direct services to 50 or so students referred for evaluation and no service to the hundreds of others that never make it to the referral process, but still have significant needs for school psychological services? It is critically important that we devote a great deal more creative energy to the implementation of prevention strategies and indirect services such as systems consultation.

School psychologists must tap into the creativity, expertise, and experience of master practitioners (and master teachers). One of the great benefits of membership in NASP or a state association is the access to such a breadth and depth of experience at conventions and conferences.

The other attribute of a master practitioner is courage. It takes a certain degree of courage to extend your practice beyond the comfort zone of your basic tools and skills, to take the risk of "going with your gut," depending on your clinical judgment and your creativity.

There is a definite art to school psychology, an art that comes from a fine blend of knowledge, experience, creativity, and courage. I have always felt the so-called "scientist-practitioner" tag was a bit off (always thought the scientific-practitioner derivation was more appropriate). Perhaps the apprentice-journeyman-master practitioner moniker is even more on target.

CW - 2003

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