Recent concerns over entry-level training and title standards in school psychology are reviewed from historical and contemporary perspectives. Differences between the American Psychological Association and the National Association of School Psychologists are described in the context of variables influencing regulation and evaluation of the field. Although short-term resolution of the current professional differences appears impossible, these associations must take the lead in selecting mutually desirable goals and coordinate efforts toward achieving them. Recent joint efforts of these groups suggest the probability of constructive movement on matters of mutual concern, including professional autonomy and comprehensive service delivery.
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Thomas K. Fagan (1987) studied this question.