School psychologists are professionals who possess skills and knowledge in the areas of child and adolescent development, principles of learning and behaviour, individual differences, social/emotional/academic interventions, assessment, and program planning. School psychologists typically work for school boards or in private practice.
School psychologists work with individuals, within schools, and within school districts to provide support, consultation, and aid in the development of various programs.
Within School Districts
The PAA School Psychology Committee was formed in 2011 to aid PAA in its advocacy efforts related to school psychology. The purpose of the School Psychology Committee is to:
a) Advocate for meaningful and effective incorporation of psychologists in Alberta school systems.
b) Promote the profession of school psychology and professional practices that support the educational and psychological well-being of children in Alberta school systems.
Dr. Sandra Dixon, R.Psych. & Dr. Mitch Colp, R.Psych.
The rise of online learning during the COVID-19 pandemic has changed the field of education forever. However, for many instructors, teaching online can be quite daunting, a feeling that was heightened during the emergency of the pandemic. Though online learning has brought many challenges, it can be a beneficial tool for many graduate students to expand their horizons since the transition to a virtual platform can serve as a catalyst for them to create new and more effective opportunities for self-inquiry and self-discovery. This article aims to provide useful strategies for both instructors and graduate students to employ and reflect upon as they navigate both teaching and learning in online spaces.
School Psychology in Alberta
Summary article of relevance
Johnson, R.C. , & Zwiers, M.L. (2016). Evolving nature of school psychology in Alberta: Politics and practice.Canadian Journal of School Psychology,
31(3),166–187. DOI: 10.1177/0829573516655229
Over the past 15 years, the practice of school psychology in the province of Alberta reflects the entrenchment of assessment with the emerging possibility of a broader service provider role. This article articulates the influence that politics and government has had on the role of school psychologists in Alberta schools as special education funding frameworks have evolved. The authors describe the present training and roles of Alberta school psychologists and outline the work that has been undertaken in that province to advocate for a role in key government initiatives of Response to Intervention (RTI) and Inclusive Education.