History of School Psychology

In 1896, Lightner Witmer set up his psychological clinic at the University of Pennsylvania to help children. Lightner Witmer and G. Stanley Hall helped evolve school psychology. Witmer focused on providing services for the individual and Hall focused on research. These two approaches were blended to create the foundations of school psychology. Though these two made great movements in psychology, Alfred Binet has been recognized as the forefront of the testing movement.

This period of time marks the birth of school psychology. It was known as a time when school psychology was a mix of several types of educational and psychological practitioners loosely mobilized around a central role of “psycho-educational assessment” or what we now call special education (History Timeline).

Cultural and social advances created a push for the need of school psychologists. Compuslory schooling was established in 1918 and this resulted in individuals from diverse backgrounds to be taught. During this time, some children struggled with their overall health and didn't learn as quickly as other children in their class. Examinations of physical and mental health were implemented in schools.

World War I created the testing movement Army Alpha (verbal) and Army Beta (non-verbal) testing. This war influenced the development of group-standaradized tests.

In 1925, the first school psychology undergraduate and graduate program was established in New York. In the 1930s the first docital level training program was established in New York and Pennsylvania.

In 1945, Division 16 of the APA was formed to help define the practice of school psychology. Guidelines were developed for certification and training of school psychologists.

The Thayer Conference was sponsorder by the American Psychology Associaton (APA) in 1954 to explore School Psychology. At the conference four main things were discussed: the definition of role, definitions of the functions of a school psychologist, qualifications, and training. This conference marked the emergence of school psychology as it's own unique discipline that is devoted to exploring the problems of schools and school children.

The National Association of School Psychologists was formed.

This time marked a growth in the training programs, practitioners trained, state and national organizations, expansion of literature, and an expansion in regulations such as accreditation.

NASP helped develop the first definiton of psychological services in federal law, the Education of All Handicapped Children Act, P.L. 94-142.
This law provided funds to the states to ensure free and appropriate education was provided to children with disabilities. To ensure this, children were assessed and provided with an individualized education program from school psychologists and other professionals within the multidisciplinary committee.