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Ms. Zwack,
School Psychologist
What School
Psychologists Do
School psychologists work to find the best solution for each
student and situation; they use different strategies to address
student needs and to improve school and district-wide support
systems.
School psychologists work with students individually and in groups.
They also develop programs to train teachers and parents about
effective teaching and learning strategies, techniques to manage
behavior at home and in the classroom, working with students with
disabilities or with special talents, and preventing and managing
crises.
In addition, most school psychologists provide the following
services.
Consultation
* Collaborate with teachers, parents, and
administrators to find effective solutions to learning and behavior
problems.
* Help others understand child development and
how it affects learning and behavior.
* Strengthen working relationships between
teachers, parents, and service providers in the community.
Evaluation
* Evaluate eligibility for special services.
* Assess academic skills and aptitude for
learning.
* Determine social-emotional development and
mental health status.
* Evaluate learning environments.
Prevention
* Design programs for children at risk of
failing at school.
* Promote tolerance, understanding, and
appreciation of diversity within the school community.
* Develop programs to make schools safer and
more effective learning environments.
* Collaborate with school staff and community
agencies to provide services directed at improving psychological
and physical health.
* Develop partnerships with parents and teachers
to promote healthy school environments.
Research and Planning
* Evaluate the effectiveness of academic and
behavior management programs.
* Identify and implement programs and strategies
to improve schools.
* Use evidence-based research to develop and/or
recommend effective interventions.
This handout was developed by Arlene Silva, University of
Maryland school psychology graduate student intern at the NASP
office (summer 2003), with contributions from NASP staff and
leadership.
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