Statement of current perception of and interest in the role of the school psychologist.

Having never worked within the confines of a public school system, I have not had first hand experience working in coordination with a school psychologist. However, I have worked in a private home school/non-chartered school setting, and from that experience, I know that there is a need for well educated, dedicated persons in our schools who not only have an interest in education, but also in psychology for healthy and productive living. As our world continues to grow more competitive, less sure, and fast paced, this need to assure the psychological well being of students will grow. Due to my interests in both education and psychology, it is my goal to be used in assisting with this increasing need.

I see the school psychologist as an overseer of sorts, who acts as an advisor on both the educational and psychological levels. Working on the academic front, I will specialize in assisting students who are most at risk of failing. By working with teachers, counselors, and parents; action plans can be developed to target the specific disabilities and needs of these students. Behaviorally, I anticipate being able to go beyond the vocational advising and nonspecific whole school therapy of a school counselor. By attending the University of Dayton, I will have special training in crisis management and other behavioral interventions. Also, as a school psychologist, I will carry the greater responsibility of assessment diagnosis and must be familiar with the community so that I will have the knowledge needed to refer students for further care. I realize I may never have the skills or resources to help every student, but I can still achieve my desire to improve the lives of others by staying knowledgeable of the skills and services of colleagues.

Within any school, certain students may excel academically, yet be emotionally unprepared to face the challenges and difficulties of life. I would like to assist in creating appropriate interventions focusing on increasing self esteem, causing the academically able student to also believe in the possibility for greater achievement. Conversely, other students may have the internal fortitude and "street smarts" to face life's obstacles, but find that educational deficiencies hold them back. Here, scholastic intervention can assist the already socially confident youth focus on the academics necessary for a challenging career in a field she or he would otherwise not have thought accessible. In other cases, both areas will require specialized involvement and intervention to assure the best possible opportunities for success. As a school psychologist I will enjoy being in a position to observe and assist needs at both ends of this educational-psychological spectrum. By recognizing academic or social deficiencies at their onset, appropriate intervention programs can be developed. It is my belief that utilizing this type of holistic intervention will enable students to exceed beyond the traditional limits for someone of their personal makeup.

Having several friends who are teachers at schools in various socioeconomic regions, I am also interested in defining and meeting the unique needs of students of differing economic upbringings. The allure of upper class narcotics, alcohol, and meaningless crime may be the temptations of the affluent, but the impoverished student might have serious concerns regarding the stability of having a home or food for future meals. Clearly, these two groups differ in what would be seen as their pressing needs. Additionally, the complaint I hear most is on the topic of the school psychologist's availability. Not turning a blind eye to the many requirements of paperwork and policy, I will have it as a goal to be available to not only the students, but also to the teachers, counselors, other faculty, and parents. It is only through communication and accessibility that change can be fostered. Regardless of one's level of education or knowledge, without availability, it can not be put to positive use.

In becoming a school psychologist, I will work to master the skills necessary to produce the effects listed above. It is my goal to be used to produce positive change not only in the lives of individuals, but in the collective lives of student bodies. Through the continuous study of research, personal research, and first hand experience working with other faculty, students and parents, I believe healthier and more academically sound educational environments can be created. I have always enjoyed the behavioral science of holistic education, so it is my desire to be a part of this creation process.