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School Psychology: A Blueprint for Training and Practice II.

National Association of School Psychologists 2 Nine years ago, Blueprint II was published to provide a guide to practice and training in school psychology, as well as to serve as a point of discussion regarding future directions for the profession. The Blueprint task force identified 10 Domains of Training and Practice, key issues facing the field, and school psychology's accomplishments from the 1960s through the middle 1990s. Blueprint II served its purpose well; it generated open discussion and was adopted as an official policy of NASP in July 1997. In addition, the NASP Training Standards used the Blueprint II as its template, adding Technology as a separate domain. Much has transpired in the past nine years both in the United States and internationally. New federal laws— No Child Left Behind (NCLB) and the Individuals With Disabilities Education Improvement Act of 2004 (IDEA 2004)—were enacted and have increased the emphasis on accountability, high stakes testing, evidence-based practice, and integration and consistency between general and special education. School violence reached the front pages of the news, drawing attention to the relationship between school climate, mental health, safety and learning, and the imperative for schools to support student needs along these lines. A significant focus on prevention and delivering services within the regular educational setting has required a reconsideration of training and practice. In 2002, the Conference on the Future of School Psychology was held in Indianapolis, bringing together trainers, practitioners, and consumers to propose new directions for the field within the context of increased demand and a shortage of both trainers and practitioners. There are an estimated 38,000 school psychologists in the U.S.; however, there continues to be a need for school psychologists to expand our roles and the scope of our practices. As noted in the principles derived from the Futures Conference, " changes in school psychology practices and service delivery will be required … to maximize the benefits to the children and schools that we serve " with the resources available. This transformation will surely build on the profession's achievements thus far. As a testament to the success of school psychology, career development specialists currently regard the field as one of the most desirable occupations. Internationally, school psychology continues to grow as well. Training and practice opportunities are expanding globally as school psychology achieves greater visibility. These changes in the context and focus of practice have made necessary the updating …