The literature in the field of school psychology suggests that the role of the school psychologist has been primarily as a person who conducts assessments for the special education population but that school psychologists desire to be engaged in additional services, such as prevention and direct intervention. Influences on the role of school psychologist may include: perceptions of consumer groups, the power and influence of the school principal and special education legislation. A qualitative study was conducted to obtain the perceptions of principals, as an individual consumer group, about current and desired school psychological services, as well as potential barriers to expanding the role. Semi-structured interviews were conducted with ten elementary school principals in Central/Northern New Jersey and the data were analyzed using Interpretative Phenomenological Analysis and Classical Content Analysis. Results suggested that principals perceived assessment to be the primary activity of the school psychologist and that many school psychologists were also involved in consultative activities, or served as a resource to staff and families. Most of the principals in this study expressed a desire for additional services, such as providing training to parents and staff, as well as having the school psychologist have more direct contact with students. The envisioned role was also seen as preventative rather than reactive with increased flexibility and increased visibility in the school. The perceived barriers to expanding the role of the school psychologist that were reported were time and financial constraints, as well as legislation. Principals in this study did not view themselves as being a critical influence in defining the role of the school psychologist. They suggested that school psychologists make a plan and approach the administration with recommendations of how to expand their services in the school. In order to facilitate this, training programs could place a greater emphasis on preparing school psychologists for the role of providing training and psycho-education, as well as preparing them for collaboration with administrators and other stakeholders in the school.

Originally published in 1986, the volume is organized into three parts: Basic Issues, Models and Settings, and Evaluation and Development. The Editors begin with a description of the major conceptual dimensions and the fundamental questions that affect the practice of school psychology. Part 2 focuses on psychological service delivery issues as they are affected by particular models of service delivery and the settings in which a service is provided. Part 3 consists of various evaluation and development issues that influence school psychology. Taken together, the chapters provide a comprehensive view of major service delivery issues within school psychology. In addition, virtually all of the chapters offer suggestions about needed directions for the field and many identify avenues by which these new directions can be accomplished.