School Psychology and the APA Model Licensing Act Revisions

1. School Psychology and the APA Model Licensing Act Revisions Understanding the impact of possible change. NASP / GWU /IEL Public Policy Institute July 17, 2007

2. Acknowledgements • Thanks to the following people who contributed to this presentation: • Kathy Pluymert, Program Manager, Professional Standards jkpluymert@aol.com • Jennifer Kitson, Program Manager, Advocacy jkitson@eaglecom.net • Joan Bohmann, Director Professional Standards & Continuing Professional Development jbohmann@naspweb.org

3. Why is this topic so important? • NASP is committed to supporting school psychologists rights to retain their title and protect school psychology practice. • Credentialing for school psychologists is determined state by state, even though there are national standards and recommendations, so state leaders own the responsibility to monitor and advocate for school psychology title and practice at the state level.

4. Credentialing for school psychologists is complicated… In order to advocate for title and practice it is important to understand: how school psychologists are credentialed in your state, and across the country, and the impact of changes in APA’s model act because… credentialing happens at the state level

5. What this presentation covers • A quick overview of APA’s model act and proposed changes • A summary of how these changes could impact school psychology at the state level • What to do to advocate for school psychology title and practice

6. What is the Model Act? • American Psychological Association’s Model Act for State Licensure of Psychologists is its prototype recommended language to be used by states to draft legislation and regulation for licensing psychologists.

7. Basic tenets of model act • APA recommends restricting the use of the term “psychologist” to those persons who a) have an earned doctorate in psychology and b) are licensed by state psychology licensing boards. • APA also recommends that psychological practice be restricted to those who hold doctoral degrees and are licensed psychologists.

8. School Psychology Exemption • Since 1977, APA’s model act included an exemption for school psychologists to use the title “school psychologist” provided they are : • Appropriately credentialed by their state board of education • Practice in school settings

9. Current Model Act • The current model licensure act was adopted in 1987. • APA is considering changes to this policy statement that contains several issues of concern and relevance to school psychologists.

10. What are the changes? Two proposed changes require our focus. • One of the proposed changes is related to post doctoral experiencesrequired of psychologists in order to become licensed. • The second proposed change is to remove the exemption language that reflects recognition of the right of specialist level school psychologists credentialed by their state education agency and practicing in public schools to use the term psychologist” in their title.

11. Change in post doctoral experiences The proposed changes to post doctoral experiencesrequired of psychologists in order to become licensed • Reflects changes in doctoral training programs that require greater time in supervised field experiences than in the past. • APA is proposing that the two years of supervised practice training could be completed before or after the granting of the doctorate degree to be eligible for licensure.

12. NASP position on change in post doctoral requirements • NASP supports this change as a reflection of the need “to modernize policies that benefit psychology students while also serving and protecting the public.” • This helps school psychologists who will be completing doctoral programs.

13. School Psychologist Exemption • The second proposed change is to remove the exemption language that reflects recognition of the right of specialist level school psychologists credentialed by their state education agency and practicing in public schools to use the term “psychologist” in their title.

14. NASP strongly opposes this change • NASP has responded to these proposed changes by formally notifying APA through a variety of formats that it opposes removing the exemption • NASP’s response is posted on the NASP website • NASP has materials and resources available to assist you and your state respond to APA

15. How does removing the exemption affect school psychology? • The exemption itself represents a formal recognition of the agreement between APA and school psychologists that the title school psychologist and school based practice are well established and well protected by state education agencies.

16. How does removing the exemption affect school psychology (cont’d)? • Removing the exemption presents a message to state legislatures and state regulation agencies that only doctoral level practitioners are eligible for the “title” of psychologist and potentially to practice psychology independently in any setting.

17. The good news and bad news • The Good news is that the title “school psychologist” and independent school based practice are well established across the country. There is no immediate threat to either of these by changes in the MLA

18. More good news • Keep in mind the APA’s model act is a recommended prototype for state legislation and not an official law or regulation.

19. The bad news • The bad news is that APA is influential, especially with state psychological licensing boards. It has the potential to push for changes in well established laws and regulations on the basis of the change in the model act. • APA is a large well funded organization with its own political agenda to protect and expand market share for doctoral level psychologists and shrinking resources from insurance and private funding sources. • Schools are a logical target for expansion that have relatively recently become of interest to APA (in the last 10 years or so ).

20. Some background on school psychology title and credentialing • School psychologists have been credentialed by state boards of education long before licensure standards were set for psychologists. • The title “school psychologist” is an accurate reflection of the training and supervised field-based experiences in psychology and education required for credentialing in the states.

21. The Title School Psychologist • … has been widely recognized for both specialist-level and doctoral level degrees since the 1950’ s • … has been specifically acknowledged by APA governance through the exemption language since 1977

22. Credentialing “Cliff Notes” Who gives school psychologists their right to practice? • State Credentialing Boards including: • Board of Education, also referred to as State Education Agency (SEA) or Department of Education, Department of Public Instruction • Board of Psychology, Board of Psychological Examiners

23. What is the difference between credential and license? • Both a “certificate” or a “license” give an individual the credential to practice school psychology but are offered and regulated by different regulatory agencies within a state and may limit where a school psychologist may work independently: • Certification-term most often used by Boards of Education • Licensure-term most often used by Boards of Psychology; also used by Boards of Education

24. Training requirements? • NASP standards are: • Specialist Level (equivalent to 60 graduate hours; Ed.S; Masters Degree + Certificate of Advanced Study) OR • Doctoral Level (Ph.D, Ed.D., Psy. D) • (In the past, some states have offered school psychology credentials to those with a master’s degree and appropriate internship. Many “more experienced” school psychologists would fall into this situation.)

25. Credentialing Key Ideas: • Most state’s school psychology credentialing, title and school based practices are regulated by state boards of education not psychology licensure boards. • Nearly 90% of the 50 states and DC use “school psychologist” within the title of the credential from the state education agency. • The school psychologist credential is recognized by both specialist-level and doctoral level practitioners in these states.

26. Credentialing Facts • 49 + DC : Number of State SEAs that credential school psychologists • 29: Number of State SEAs that credential using Nationally Certified School Psychologist (NCSP) standards • 43+ DC : Number of State SEAs that credential School Psychologists at both the specialist and doctoral level. • 39+ DC : Number of State SEAs that credential school psychologists using the title “School Psychologist”

27. Now that you know…What do you do? • We all need to be proactive to advocate for APA to put the school psychology exemption back into its model act • We all need to gather support from other stakeholder groups to do the same • We all need to develop clear plans of action (at local, state & national levels)

28. What NASP is doing: • NASP is mounting a major effort to gather its leaders and its national partners and stakeholder groups to respond • NASP is providing YOU with resources to do the same at the state and local level

29. What NASP is doing (cont’d) • NASP will closely monitor the time frame for public response to the APA model act. • When the time comes, communication will be sent via email to all of our members and stakeholder groups about responding to APA during the public comment period. • NASP will provide model letters and a mechanism to respond on line.

30. Introduction to Key Messages • The exemption within APA’s 1987 model act is a recognition of school psychologists’ long history of contributing to schools and the field of education, and as a specialty area within psychology. • Many recognizable benefits have resulted from the 1977 and current 1987 title exemption for school psychologists who are credentialed by their state education agency and practice in public school settings.

31. Key Message #1 • Specialist Level School psychologists provide critical services that support the mental health and academic achievement of all children. • School psychologists are trained to implement prevention activities and to provide interventions for mental health and learning issues at the individual, group, and school-wide levels. • Today there is significant recognition within the education and health communities of the importance of having school-employed professionals like school psychologists to provide these services in order to meet the growing needs of students.

32. Key Message #2 • Removing the exemption would undermine services to children and families at a time of growing needand current shortages especially in schools in rural and urban areas • There is no benefit to the public, to students and families, schools, or to the profession of psychology to change this exemption for school psychologists credentialed by state education agencies, particularly at a time when there are shortages of school psychologists nationally. • Shortages are severe in some under-resourced urban and rural school settings. • The shortages are even more critical given a significant unmet need for individuals of minority and culturally and linguistically diverse backgrounds to serve in school settings.

33. Key Message #3 • The public is well protected and services to children and families in schools are strengthened by state laws and codes that regulate the practice and credentialing of school psychologists by state education agencies. • State education agencies already have stringent standards for the graduate education and state credentialing of school psychologists which protect the public • Proposed language changes could cause unnecessary confusion and conflict with well-established state laws and state department of education codes

34. Ideas to support state boards of education’s role in regulating school psychology title and practice: • Maintaining the current exemption within the APA model act would prevent potential conflicts between State Boards of Education and Psychology Licensing Boards for school-based practice. Laws and regulations for school psychology are well established in most states and have been under the purview of state boards of education for many years. • The school psychologist title and credential are recognized for school-based practice in nearly 90% of the 50 states and the District of Columbia. • Credentialing by state education agencies helps ensure alignment of standards with other highly-trained school personnel.

35. More ideas to support SEA’s regulating school psychology title and practice • State education agencies have a vested interest in the quality of school personnel and are typically empowered by state lawmakers to set these standards. • Currently existing credentialing practices by state education agencies ensure that highly qualified school psychologists are employed by schools and provide needed services to children.

36. See NASP website for details • www.nasponline.org/standards/apamla.aspx

37. To be notified about when comments will be accepted • http://forms.apa.org/practice/modelactlicensure You can currently send an email to individual listed on this site to receive a notice about when commentary will be accepted

38. Links to relevant APA policy documents related to school psychology, exemptions and licensure • www.apa.org/goverance/cpm/chapter10.html Year by year history of resolutions related to professional affairs • www.apa.org/about/division/cpmprofessional.html APA Council Policy Manual: L Professional Affairs • www.apa.org/apags/licensureaction.html “5 Easy Steps to Implement the APA Policy on Licensure

39. What else do you need to do? • We all need to be constantly vigilant at the state level about state credentialing and advocate for school psychology title and practice (regardless of the outcome of changes in the model act).

40. Plan for Action • Gather state specific information regarding your credentialing • Monitor legislation and regulations changes and credentialing attempts by other groups • Identify your key stakeholders • Create key messages from NASP messages and your specific stories • Obtain commitment from stakeholders to take action within a timeline • Utilize systems for enlisting action when needed

41. Gather state level information • Your state credentialing bodies (and the contact information for each) • Your state’s levels credentialing and specific language • Settings for practice in your state • How these match with NASP and APA guidelines for credentialing

42. Monitor legislation and regulations changes • Develop a clear plan to watch for proposed changes to legislation or regulation of credentialing and licensure • Watch for “sunset” of licensure in your state • Monitor possible attempts by other groups to gain credentials without training and field based experience • Utilize NASP tools such as the tracking program and GPR consultation and state training

43. Identify and Reach Out toKey Stakeholders and Allies • State commission on credentialing • State department staff/liaisons • Administrators (Special Ed, Principals, Superintendents, etc.) • School boards • Other related state associations (ASHA, CEC, Social Work, School Nurses, etc.)

44. Identify and Reach Out toKey Stakeholders and Allies • NEA/AFT • Disability groups (LD, Pacer, etc.) • Parent groups • Student leaders or advocacy groups • Teachers/other personnel • Community service providers

45. Identify your key stakeholders • With which do you have an already established relationship? • Which stakeholder groups have common goals or a vested interest in children/youth? • Which stakeholders are interested in maintaining school psychology services from highly trained school personnel? • Which stakeholders have stature and influence to impact policies?

46. Create key messages • Focus on your objectives as you develop your messages from the key messages NASP has provided. • Raise awareness of the issues. • Build support and recognition of need to act. • Increase involvement of your members and stakeholders to act.

47. Know Your Audience • Level of knowledge/awareness • Primary concerns/expectations • Perspective • Possible barriers to understanding • Ability/likelihood to take action

48. Be Concise/Clear • Pick your main point. • State it at the outset. • Back it up with 2-3 facts. • Provide specific suggestions. • Provide personal examples.

49. Be Concise/Clear, cont’d • Use audience appropriate language. • Avoid acronyms/technical language. • Use active tense. • Use bullets to the extent possible. • Proof your work.

50. Obtain commitment from stakeholders to take action Approach them with a clear position and plan • provide them with key points and timeline for achieving desired goals, and what is in it for them. • create templates for communications with contact information and methods for dissemination. • emphasize effective & complete services to children/youth.