Psychology in Schools Is Indispensable: An Administrative Perspective.

The model of psychological services delivery to be practiced can ensure that the indispensability of psychological services is clearly perceived. This is particularly true for learners and the learning process in urban schools. However, the strategy of developing a model of services delivery as a means of guaranteeing the positions of psychologists carries its own seed of destruction. First, it alters and devalues the role and functions of the psychologist in the schools. Second, some of the functions previously considered essential to the role may be taken over by others. Third, demoralization of the psychological services staff results. Fourth, the institution may realize it is paying for expensive personnel it does not need. Fifth, the position of the psychologist may be eliminated or severely limited. The case for recognizing that urban, institutional school psychology is truly indispensable is: (1) to practice psychology is the only legitimate reason for the psychologist to be in the school; (2) to devise administrative plans that implement a basic decision to remain a psychological services provider instead of becoming a general utility worker; (3) to develop a fully functioning service delivery program; (4) to expand legitimate psychological services as needed and possible, and (5) to improve lines of communication with the school. (JBJ)