key: cord-0060936-c93j77fn authors: Ramage, Jean C. title: My Journey as a School Psychology Advocate date: 2020-08-25 journal: Women Leaders in School Psychology DOI: 10.1007/978-3-030-43543-1_14 sha: 8c3cdfd6922d035621f0e1301fdbce3b02bbb3a1 doc_id: 60936 cord_uid: c93j77fn Dr. Jean C. Ramage has been a School Psychology Advocate for over 50 years. Her chapter traces the development of her advocacy efforts. Her guiding principle has been to bring about social justice for her own students and for the pupils they serve. She initially describes the influence of her family and their Civil Rights framework. She then writes about her early journey as a student in the 1960s. Her framework to bring about equity is reflected in the development of bilingual and multicultural school psychology programs. Her NASP and APA advocacy work reflects her efforts to work with others to provide the full range of academic and behavioral services to children and their families. She has always been willing to take on challenges and to see that the reforms last. She has done this both in school psychology and in teacher education. Today, she continues to be an active advocate. The goal of her chapter is to stimulate others to take on the challenges of today and tomorrow and to enjoy the journey along the way. I grew up in a family that believed strongly in civil rights, that is, the rights of citizens to political and social freedom and equality. My father, Dwight C. Ramage (deceased in 1994) , was a minister who became a community organizer. My mother, Hollie B. Ramage (deceased in 2014) , was a nurse who stayed at home with me and my three sisters. When my mother was 48, she went back to school to become a teacher and a school nurse. Her senior thesis was about the voter registration trip to Mississippi that she and my father took in in 1968, right in the middle of the Civil Rights Movement in the South. In the early 1940s, during World War II (WWII), my parents made the decision not to "minister to a church" but to minister or serve people. We moved from the State of Washington to the Central Valley of Northern California. Initially, my parents worked for church organizations assisting migrant workers. My father was the liaison between employers and workers to assure that the migrant workers had decent living conditions. My mother worked as a public health nurse for the migrant community. My earliest memories are sitting at the edge of fields with other young children. I still have a young child's understanding of the Spanish language. Their parents were picking crops in the adjacent field. My family moved with the migrant workers from crop to crop. In about 1942, we were in the Coachella Valley in Southern California. This was at the time the U.S. government was confiscating the property of Japanese Americans, including our local Japanese American farmers. My father helped the Japanese American families store their belongings in the basement of a local church. These families then were put into detention (i.e., "concentration") camps. After WWII, my parents helped a Japanese American family buy five acres for a strawberry farm near our home. Every Sunday after church, we would visit. These folks became like grandparents to me. When my sister Betty Ramage Harper (deceased 2000) had been in eight schools in 3 years, my parents decided we needed to live in one place. There was a housing shortage, so our first home was a converted chicken coop. The structure is about a mile from where I live today. With the help of family and friends, my parents bought property and built a home by converting a garage into a house. On this little piece of land, we had a garden, walnut trees, and a variety of animals, including rabbits, goats, a cow, geese, chickens, cats, and dogs. My father continued his work with migrant families in El Monte, California, this time assisting the young men to go to high school and college. In this mostly "Mexican American" community, he also fought against the "language school" (i.e., "segregated school"), from which no student went on to high school. I remember at about age seven attending a community discussion about the "language school." It was interrupted by a group of men marching through the back door carrying heavy chains. My father got up and walked out the back door with the men. The community meeting went on, and the decision was made to integrate all students together. Today that high school is about 95% Latinx. My father assisted "Mexican American" veterans in finding housing after serving in WWII. I remember a call to my father from a local realtor. The realtor thought it was unjust that the Veterans who were Mexican American and had fought in WWII could not buy a home in their home town. The realtor wanted support to sell houses to these men, knowing that he would be barred from the local realty board which had a whites only policy. The realtor and my father went on to break down these types of barriers. In 1967, the realtor continued his moral stance by helping Merlie Evers find a home in Claremont, California. She was the first African American to buy a home in this town. Her husband Medger Evers had been the NAACP director in Mississippi and had been assassinated in 1963. She went on to be a major figure in the Civil Rights struggle. In my El Monte neighborhood which is about 14 miles from downtown Los Angeles, my father and mother were viewed as disrupting forces in the 1940s and 1950s. They fought the existing Jim Crow's laws that enforced racial segregation. In this town, White citizens could live wherever they wanted, but People of Color (e.g., Mexican Americans, Asian Americans, and Asian Americans) had to live in ghettos or find another town in which to live. Our mechanic who was a Japanese American lived in the riverbed outside of town. My parent's stood for respect and dignity for all folks, which ran counter to our neighbors' beliefs. Our neighbors signed a petition not to speak to my parents because they considered them to be "traitors." This lasted from about 1944 until 1948, when one of the neighbor's sons came home with a Japanese bride. My father and mother also were active in the conscientious objector's movement; that is, people who did not believe that WWII was ethical or moral. My immediate family and my extended family were also involved in other peace efforts. For example, my Uncle Carl Soule represented the Methodist church during the establishment of the United Nations. My father was the long-term California representative to the United Nations. During this time, my mother was my father's confident and support. Her focus was dealing with building a house and dealing with the physical disabilities that both my older sister and I had. I was dealing with eye issues. My right eye turned in and I was having trouble learning how to read because the words would jump all over the page. I spent most of my first two years of schooling going two times a week to the office of an optometrist, Dr. Jacques, who did ground-breaking work on assisting children to learn through retraining their eyes. I believe that having had this experience made me more open to alternative therapies and treatments that might be needed for a specific person's needs. My experience in elementary school was good. I did learn to read. My three best friends and I freely explored by bicycle or horse the nearby riverbed and orchards. My sixth-grade teacher, Mr. Cook, asked me to what college I wanted to go. With my physical disabilities, I had assumed I would not be able to go to college, so this was a whole new idea to think about. My parents were supportive, but my father would say, "Remember, getting your Mrs. is the most important title for you in life." My mother would then take me aside and assure me I could do anything I wanted to do. My mother was an important source of wisdom and support in my early life. My father and I became closer as we worked together on human rights issues, especially when he realized in the 1970s that the Women's Movement was a Civil Rights Movement. As I entered high school, my life was about to change because our property and those of our neighbors were condemned to build a new high school. My mother involved me in the search for a new home. Riding my bicycle back from the swimming pool, I noticed a beautiful piece of property that had a huge oak tree and a nursery next door. My parents fell in love with the property, too. They had our house literally moved up the street. Because of the oak tree, they split the house into two houses. In 2000, my daughter, Mara Leppaluoto Goldwhite, and son-in-law, Phil Goldwhite, and I bought the property and we live in the two houses today. The big oak tree is still the master of the property. In the Spring of 2020, one of the huge tree branches fell on the house, but it was repairable. The town I moved from was very different from the town to which I moved. El Monte, California, was a town where people primarily worked with their hands as farm workers, car mechanics, and construction workers. Arcadia was a town where the men wore suits and the women stayed home to raise the children. Academically, I had been a good student in El Monte. In Arcadia I was challenged. I was also challenged socially. I was used to having close friends, but here I was rejected because I did not keep up with the latest styles, and I wore glasses. I was fortunate to reconnect with a family friend. It was my friend's father's American Baptist church that the Japanese American farmers had put their belongings in the early 1940s. For the first time in my life I did not like school or where I lived. When my cousin, Walter Ramage, came to visit, he asked me to help him drive to Ashland, Ohio. I jumped at the chance to live on a farm and go to a different high school. When I was 13, I had lived on the ranch where my mother's parents lived in Nebraska. I loved being around animals and crops. I really valued getting to know my relatives. In my new Ohio high school, I was a star just because I came from California. My aunt and uncle considered me family. I also learned that my uncle and aunt were at the opposite political continuum from my parents. I believe learning this helped me to listen to different points of view and to try to understand why people came to different conclusions. What this 10th grade experience taught me was to be myself and to learn from situations that are challenging. When I came home, I was more confident. I took on the advanced coursework and sought the assistance of my English teacher so that I could learn how to write to a higher standard. I graduated number fifth (5th) in a class of over 500. My class was the first to go all the way through this new Arcadia High School. Being at the beginning of a program or school became a theme throughout my life. My decision to go to college depended upon whether I could pay my own way. I had at an early age been fiscally aware. I had saved and bought a record player and a bicycle before I was in the sixth grade. From the sixth grade on, I put half of what I made babysitting, selling retail, or doing clerical work into a savings account. To this day, I usually can figure out a way to finance a program or an investment, which was certainly a plus as a university program director or an administrator. My university of choice was influenced by fiscal issues. I wanted to go to a private 4-year college, but when I heard the Citrus Experiment Station was to become the new University of California, Riverside (UCR), UCR became my university of choice. I could afford to go there. It was part of the University of California system. It was small and I could live on campus. I found work on campus and started a new adventure. In the late 1950s, I was one of the few students who had to work while going to the university. My semester costs were $65 tuition and fees, about $40 for books, and $60 a month for rent and food. Even at a minimum wage of $1.50 an hour, I could make the costs and even save for a car. As a junior, I followed my college boyfriend to the University of Oregon (U of O). I worked in the Alumni office and then in the genetics laboratory of the Department of Biology. My mother went to work to pay the $300 a semester for out-of-state tuition. She also assisted my two younger sisters to go to college. At the U of O, I was in classes with graduate students. This was the first time I had been exposed to graduate students. I realized I could do what they were doing. In 1961 I received my BA degree, majoring in Psychology and minoring in Biology. I then taught Middle School math and science in Eugene, Oregon. I was assigned the hardest students to teach. Many of them were effectively nonreaders. I reached out for assistance and was fortunate to obtain the tutelage of the speech pathologist. We found alternative ways for my nonreading students to learn, which served me well when I became a school psychologist. As I review what I have written, I see that my family, schooling, and early work experiences influenced me throughout my life. My value system is based on honoring everyone's civil rights. My passion to work with others to assure their civil rights has broadened into a deeper understanding of social justice issues. I really value the NASP definition of Social Justice (NASP, 2017): Social justice is both a process and a goal that requires action. School psychologists work to ensure the protection of the educational rights, opportunities, and well-being of all children, especially those whose voices have been muted, identities obscured, or needs ignored. Social justice requires promoting non-discriminatory practices and the empowerment of families and communities. School psychologists enact social justice through culturallyresponsive professional practice and advocacy to create schools, communities, and systems that ensure equity and fairness for all children and youth.-(Adopted by the NASP Board of Directors, April 2017). I am proud to be part of a profession that clearly states their beliefs, especially beliefs about advocating for the rights of all people. Like so many school psychologists, I found school psychology by chance. I actually found the field twice. My first pass at becoming a school psychologist came in 1962. I wanted to start a master's degree program. I went to my former college advisor, Dr. Leona Tyler (President of the American Psychological Association (APA), 1973). She asked me to be one of the first students in the new "School Psychology" program. I started the program and took one terrific counseling course. This course helped me survive my first year of teaching. However, when I was offered a teaching job at Punahou in Honolulu, I moved to Hawaii. I took a ship from Los Angeles to Honolulu because I could bring my car. The friends I made on the ship continued to be my core friends in Hawaii. I taught 6th grade math, science, and reading. I roomed with three other teachers and had an amazing experience. Our circle of friends included Marine and Navy pilots who gave us a rare perspective on the United States expanded efforts into a little country called Vietnam. I learned that people who chose to be in the military really believed they were doing what was right in protecting our country. I also learned that people who come back from war often have the same misgivings about war as those who are conscientious objectors like my father. In Hawaii, my local friends included a number of people who also had gone to "language schools." These language schools were different from the segregated schools I had grown up with. These schools were for people who spoke English well enough to finish high school and go to college. Although this separated communities, it also allowed for non-Whites to go to college. My experience in Hawaii was life changing. I learned how to play and to interact with another group of people with diverse backgrounds. We had time for each other. We learned from each other, and we valued each other's cultures. These values continued with me throughout my life. Hawaii would become my second home. I returned to live there between 2002 and 2016. I had assumed I would stay in Hawaii for the rest of my life, but my direction was soon to change. In the summer after teaching in Hawaii, I went to Europe, Africa, and the Middle East. The experience of learning more about the history of our civilization and seeing the building tensions in the Middle East made me hungry to learn more. When I stopped in Berkeley, California, I found a group of people who had similar concerns and passions. This intellectual environment made me want to go back to school, but first I had to find a job. In looking for a job, I went by the Genetics department, since I had worked in a genetics lab as an undergraduate. When I asked for a position, the chair said if I would become a graduate student, I could work in their lab. I was in the lab the day that John F. Kennedy was shot. The shock was so great that we decided to bring all our friends together to support each other. At that gathering I met my future husband and the father of my child, David Leppaluoto. I took basic courses during my time in the Genetics department because I thought I wanted to become a physician. When I connected with the pre-med advisor, I was told that because my gender was female, and because I was so old (24), I probably would not be able to get into medical school. What is amazing in hindsight is that I accepted these as facts, although I remember being appalled at the antics of my fellow pre-med students as they cheated their way through classes. I went to work as a career counselor in San Francisco. I reviewed my options and decided I wanted to work with people. I went back to school in the Department of Counseling Psychology at the University of California at Berkeley (UCB). I went back to school in 1964, the year the Free Speech Movement started at UCB. The Free Speech Movement focused on support for the Civil Rights Movement. When the UCB administration banned on-campus political activities, thousands of students protested and took action to turn over this decision. The initial focus on civil rights also fueled later opposition to the Vietnam War. The university administration tried very hard to ignore and shut down student and faculty speech. Today the university sponsors an online source to obtain more information at https://calisphere. org/exhibitions/43/the-free-speech-movement/. The Berkeley Free Speech Movement and the Anti-Vietnam War Movement are considered the sparks that fueled student protests across the country in the 1960s. However, there was tinder on most college and university campuses, especially as men were being drafted. What may not be as clear is that there was consternation along the whole continuum of political beliefs, from the Right, Middle, and Left. The Right and the Middle did not get the same attention as the Left. I remember the conservative Oakland Tribune newspaper published a picture in December 1963 of a young women being pulled by her hair down the steps of the administration building (Sproul Hall) by the police. A representative of the political right-wing John Birch Society stated that the picture was clearly picked by the reporters since they were "Left Leaning Democrats." This made no logical sense to me and other students. To us it looked like police brutality and only fueled our concerns. Despite the campus turmoil, I received my MA in Counseling Psychology in 1966. During my counseling program I took a class from Dr. Nadine Lambert who was about to start a new program called "School Psychology." For the second time, I had the opportunity to join this new field. This time I recognized that this was a good fit because it combined my interests in psychology and education and my desire to continue to work with children and youth. Nadine Lambert taught the professional courses. The other faculty were educational psychology experts in their fields of development, social psychology, learning, assessment, and reading. The School Psychology program model focused on utilizing mental health principles to work with children and youth in the schools. For example, we met weekly with a psychiatrist to view how psychiatry and psychology could work together to assist children in meeting life's challenges. This experience certainly facilitated my later work interfacing between psychiatry and psychology. The education base for the program was just as creative. For example, we spent a year in a first-grade classroom applying Piagetian approaches to first graders developmental issues. Dr. Nadine Lambert called upon the three students who worked within the department to assist her. Jonathan Sandoval, Carolyn Hartsough, and I assisted in a variety of ways. Jonathan Sandoval went on to spend most of his career at the University of California at Davis, creating a generation of researchers and advocates, including Stephen Brock (NASP President 2014 and co-developer of the PREPaRE crisis intervention and recovery workshops). Carolyn Hartsough (deceased 2019) stayed on at Berkeley as Nadine Lambert's right-hand person, impacting generations of students. I had an amazing school psychology internship In Richmond, California. This was 1968, and this school district in Northern California was desegregating their schools. I was asked to work with families to assure that their concerns were addressed and that their cultures were supported. My school psychology role was broad. I helped to establish a class for students with emotional disabilities. I worked closely with teachers on streamlining the reading and science curricula. I stayed on as the preschool School Psychologist, assisting teachers, and parents to make the educational experience successful for their 4-year-olds. I wish my teachers had known then what I see the teachers able to do today. My daughter, Mara Leppaluoto Goldwhite, is my model teacher. She has been a teacher for over 15 years and presently teaches Transitional Kindergarten. Mara recently made the decision to become a school psychologist and is enrolling in the Fall of 2020 at California State University at Los Angelels. In 1968 I also started my dissertation on student change. For several years, I had co-taught the Group Dynamics courses in the Psychology department. The purpose of this dissertation was to determine whether people learned the group dynamics skills, which focused on interpersonal skills and collaborative learning. The formative data gathered about week 10 were that group dynamic skills were not learned in all-male groups but were learned in all-female and mixed male and female groups. Unfortunately, my first dissertation could not be finished because my final data collection did not occur because the campus was closed down in 1968 due to civil unrest. I started another dissertation on the influence of education on decision-making. This time it was a small, neat study with community college students. What I found was that it was hard to change people's opinions if they had knowledge about the topic but that it was possible to persuade a person if they did not have a knowledge base about the topic. I would finish this dissertation and received my doctorate in 1971. As important as my learning from my school psychology program was, I was also learning from what was happening in Berkeley in the 1960s. I joined the rallies of 15,000-20,000 students, faculty, and community members. We would spend a day listening to a range of viewpoints on the Anti-Vietnam War Movement and on the Civil Rights Movement. I do not remember women's rights being part of this discussion in the 1960s. The whole range of speakers spoke, including representatives from right, the middle, and the left political persuasions. This rather naive form of democracy was enlightening. What it reinforced in me was to always listen carefully to different points of view. What the press was printing during this time frightened me. The reporters would focus on the one scruffy person in the crowd, or on the most far-out speaker, and not write up the substance of the different points of view. Their reporting also encouraged fringe radicals to come to Berkeley. It was well into the 1970s before the press understood the reasons why students were standing up against the war and for civil rights. On a personal basis I was challenged to take some type of action. My parents had been social activists but were not revolutionaries. Now I had to make a choice. Would I protest only, work to destroy the institutions that were not standing for what I believed, or would I try to bring about positive social change within the existing institutions. I decided on the latter. Our efforts were evolutionary, but the impact on us individually was life changing. We were learning how to be change agents. I joined with others to form the Education Graduate Student group. We focused on developing scholarships for underrepresented ("minority") students, on learning from faculty and community members who had grants that related to children, and on becoming part of the decision-making process within the College. During this time, Dr. Nadine Lambert was becoming a key figure within the American Psychological Association (APA). Dr. Lambert was a bit disappointed that I became a charter member of the upstart group called the National Association of School Psychologists (NASP). However, Dr. Lambert and I continued our close relationship over the years to assure that all school psychologists were well educated and respected. For example we worked together on the initial APA/NASP Task Force that focused on developing a joint accreditation process, and on developing the definition of "psychological services" in the regulations of P. L. 94-142, The Education for All Handicapped Children Act. Like most of the early school psychology educators, Nadine Lambert was a Clinical Psychologist who had worked as a psychologist in the schools and as a staff member for the California Department of Education. I was always appreciative of what I learned from her, especially about programs, professional organizations, and policy. I was part of the first group of school psychology educators who were educated as school psychologists. My first school psychology faculty position took me back to the University of Oregon (U of O). I really obtained my position by chance. I overheard Dr. Lambert talking with another faculty member about who they should recommend for the U of O position. I immediately went to Dr. Lambert and asked her to recommend me. She protested a little because I was a recent mother and had not finished my dissertation, but she did recommend me and the U of O did hire me. I was ready to teach the school psychology courses. I was not ready to be the only women in the department. On some level I knew this would be a challenge. In my interview I was not asked nor I did not tell the reviewers that I was married and had a 1-year-old child. Very few women in the early 1970s were hired into higher education tenure track positions. I wanted a chance to be one of the few. My worst fears came to the forefront in November of my first year, when my chair asked me to come to his office. He told me that I was not being invited to the department Holiday party because I was single. I started to let it pass but decided it was time to say something. As I was walking out the door, I turned and said, "Maybe you should know that I have been married over 10 years." His response was something like, "Now I suppose you are going to tell me you have a young child," which of course I did. He then looked at me and said something like, "How can you be so productive?" My feminist consciousness began to rise. About this time the President of the U of O asked me to chair his Committee on Women. I include this early influence on my career because it forced me to take stock of what I believed, and what type of leadership role I would take, even if I did not feel ready. The President's Committee on Women morphed into a place where the few women on campus could come together and learn from each other. We shared the process of publishing and becoming tenured. Up to this point in my career, men often had been my best friends and mentors. The women who influenced me had been those who were tough and could make it in a man's world. With my awakening, I experienced a kinship with other professional women that I had experienced with my own sisters and mother. We learned from each other. We supported each other. The Committee on Women collected data on all types of positions on campus. What we found shocked all of us. On average, women made 25% less than their male counterparts. This was found for staff and faculty. Instead of pointing fingers, Dr. Joan Acker of the Sociology Department suggested we establish the Women's Research and Study Center, which is now the Center for the Study of Women in Society (CSWS, 2019). She and I were the first co-directors. Our first big project was to hold a national conference on women. It was funded by the Lila Acheson Wallace (i.e., the Reader's Digest foundation) School of Community Service and Public Affairs at U of O. The conference was entitled Women on the Move: A Feminist Perspective. I remember we had a discussion about whether we should use the word "feminist." At the time the press portrayed feminist women as bra burning men haters. We used the word feminist because we recognized we had to stand up for equality. The focus of the Women on the Move conference was on the history and condition of women and women's rights. The book was published by one of the early feminist presses, Know of Pittsburgh, PA. I was the coordinating editor of our book (Leppaluoto, J. R. (Ramage) , Acker, J., Cline, C., Brown, D., Porter, C., Mitchel, B. and Hanna, R. (Eds.), 1973) . All of us had been involved in the 1960s Civil Rights movement. Our conference helped move the rights of women to the forefront. Our book was used by early women's studies programs. On a personal note, I invited my family to attend. My father lasted 1 day but resented the anti-male statements made by many young women. The conference was freeing to the young women, especially those who were lesbians. The faculty who were gay or lesbian attended the conference but still believed they had to hide their sexual orientation. At the time I was the only school psychology educator in the state. For the first time, I started to experience what it was to be considered a mentor. For example, when I arrived at the U of O, women were mostly in the master's program, and men made up most of the doctoral program. I encouraged all the students to go on for their PhDs. I also learned a great deal from other wonderful colleagues on campus, especially Dr. Hill Walker and Dr. Joyce Spence in the Special Education department. As mentioned above, the UCB model focused broadly on mental health principles. I knew little about our relationship with special education, except to give an IQ test to determine if an individual was mentally retarded. The schools at this time only had classes for those who were considered "mentally retarded" and those with physical disabilities. This was in the early 1970s, and there was no federal legislation in special education. What I learned from Special Education colleagues prepared me to coordinate in 1976 NASP's input into the regulations for P. L. 94-142, The Education for All Handicapped Children Act. I also attended the Oregon Psychological Association conference. I was approached by a group of school psychologists for assistance in becoming credentialed. They could not get credentialed for two reasons. The first was the requirement for a supervised internship, and the second was because they had not been teachers. The journey we took together helped me better understand the university and state agencies and, if something is not working, how to assist in the change process. I was "allowed" to add a supervision course, and I drove up weekly to meet with the dozen or so folks who enrolled. I asked them to evaluate critically their roles in relation to serving all children and to do one project that would make a difference in their pupils' lives. The changes and projects were amazing, especially the projects that reached out to children in general education and to parents. We bonded during this process and did not want to end our collaboration and our learning opportunities, so we founded the Oregon School Psychologists Association (OSPA). I served as the first President. In searching for future members, we found out that the State had only certified 11 school psychologists since the 1950s. However, when we reached out to every school district, over 250 school psychologists came forward to attend the first conference. OSPA continues as an important inflluence in the state today. Our first project was to work on changing the credential so that school psychology could stand alone. To make this change we collaborated with the Oregon Psychological Association and the Oregon National Education Association (NEA) affiliate. Our major lobbyist was Dr. Carl Morgan, a Clinical Psychologist. Although we had much to learn, the team effort was eventually successful. I had no idea what an impact this experience would have on my future life, but it prepared me to become the NASP Executive Manager for Governmental and Professional Relations. During my Oregon days, my OSPA buddies nominated me for the NASP position of Western Regional Director. I had never thought of myself as an organization person, but here I was, the President of OSPA and the Western Regional Director of NASP. I was so impressed with the NASP leadership. Many of the 1969 initial leaders were still involved, and they had done so much. They were guided by the purposes delineated in the first convention in St Louis: (a) to promote actively the interests of school psychology; (b) to advance the standards of the profession; (c) to help secure the conditions necessary to the greatest effectiveness of its practice and, (d) to serve the mental health and educational interest of all children and youth (Farling and Agner, 1979, p. 140) Within 5 months, the paid membership was over 900. Polly Alexander of Ohio was the first NASP President, and Dr. William (Bill) H. Farling was the first Executive Director. When I became part of the governing body in 1972, John Austin of Michigan was President. He had led the effort to write the NASP Constitution and policy manual. The original standing committees included the areas of research, program, activities, finance, professional training and standards, nominations and elections, membership, constitution, and legislation (Farling & Agner, 1979) . As in most new organizations, a major task was to determine who the school psychologists were and to understand their level of education, as well as their roles and functions. To assist with this project NASP obtained a grant from the U.S. Office of Education and did a national survey (Farling & Hoedt, 1971 ). The purpose of the "National Survey of School Psychologists" was to provide information to be used as the basis for research and policy decisions in the field of school psychology. In an effort to look at the impact the new federal special education legislation had on school psychology, I did a similar national survey (Ramage, 1979a (Ramage, , 1979b . I drew from the Farling and Hoedt (1971) survey areas, including educational level, professional affiliation, professional practice, role and function, professional needs and problems, part-time activities, salary and contractual arrangements, psychologist to student ratios, private practice, and future development of the profession. The national survey was sent to all NASP members. The findings were published on the 10-year anniversary of NASP in the School Psychology Digest (Review) (Ramage, 1979a (Ramage, , 1979b . My students and I redid the study several times to look at changes in demographics, the level of training, and the role and function of school psychologists (Ramage, 1979a (Ramage, , 1979b (Ramage, , 1980 (Ramage, , 1984a (Ramage, , 1984b (Ramage, , 1984c (Ramage, , 1985 (Ramage, , 1988 (Ramage, , 2000 (Ramage, , 2001 . I used these findings in an article to explain to the international community how school psychology fits into the United States education system . One of primary findings over time was that, after P. L. 94-142, school psychologists took on more and more assessment responsibilities for special education. This was always sad to me, since I truly believe in the broad role of school psychologists. Another result was that school psychologists increasingly became female dominated, except in administrative positions. While I was the Western Regional Director of NASP, I was also learning and growing from this experience. For an upcoming convention, I initiated and co-edited an edition of the School Psychology Digest (Review) on Behaviorism and Humanism . I also kept asking questions. My "reward" was to be nominated to be NASP President-Elect. As I look back, I took stands that reflected my involvement in the Civil Rights Movement. I coedited two controversial issues of the School Psychology Digest (Review). The first special edition was on sexism in the schools (Engin, A, Leppaluoto, J. R. (Ramage) , and Fodor, I, 1973). The following comment by John Guidubaldi summarizes the caution of the day: Enthusiastic response to our last issue on sexism reveals a critical concern among many school psychologists that unjustified discrimination causes long lasting adverse effects on emotional and behavioral adjustment. We extend our appreciation to Jean Leppaluoto (Ramage) and Ann Engin for coordinating that issue and increasing our sensitivity to the educationally related problems of women in society. (Guidubaldi, 1973, p. 2) He left out the third coeditor, Iris Fodor. Sexism was not recognized in those days the way it is today. The other challenging publication was a coedited edition of the School Psychology Review on nondiscriminatory assessment, or un-biased multifactored assessment (Engin, Leppaluoto, & Petty, 1977 Eds., 1977a , 1977b . The years (1973) (1974) (1975) I served as NASP President-Elect, President, and Past President were eventful. As President-Elect, I was expanding NASP's role in Washington, DC. In 1973, I worked with Elizabeth (Beth) Abramowitz, NASPs first Washington, DC, Executive Director. I had known Beth when we were students at UCB. I was surprised and pleased that she was in Washington, DC. As an African American women, she brought an important perspective to the organization. When she took the call from President Carter to be on his domestic staff, we were happy for her, but sad for us. During my President-Elect year, I coordinated the development for the NASP strategic plan, which guided NASP development for the next 5 years. The input process was co-facilitated by Dr. Emmet McHenry, a communications specialist from Northwestern University. He assisted by analyzing the interaction and making suggestions for more effective communication. His input was greatly valued. This was also the year that Dr. Cal Catterall, NASP Past President, started the joint Division 16-NASP Committee on International School Psychology development of a permanent colloquium (Farling & Agner, 1979) . I attended the first International School Psychology colloquium in 1974 in Munich, Germany. By the time I became President of NASP (1975), NASP had developed many important functions. A Washington office was established about 1971 for coordinating internal meetings and centralized mailings, including publishing the Employment Bulletin. In 1972, the association published the first issues of the School Psychology Digest, which later became the School Psychology Review. Also, in 1972, NASP published the first education guidelines, Guidelines for Training Programs in School Psychology and Survey Listing of Institutions Offering Graduate Training in School Psychology. The NASP national conventions were attracting quality presenters and workshops. A leaflet was developed that described the profession of school psychology (Farling & Agner, 1979) . Besides being involved in NASP in my early days, I also was involved with the American Psychological Association (APA). I remember believing that it was important to be involved in APA because it represented all of psychology. At the 1972 APA Convention in Hawaii, I asked for a session where School Psychology educators and state consultants could come together and talk over our issues. From this seminal beginning, we started meeting at both the APA and the NASP conferences. Eventually the state consultants formed their own group. The educators formed the Trainers of School Psychologists (TSP), which continues today as the major school psychology educators' forum. I coordinated TSP from 1972 to 1985. Early joiners included James (Jim) Eikeland, the State of Florida School Psychology Consultant, and Dr. Judith Kaufman, who then was at Yeshiva University, and who continued throughout her career to be a major leader. Another APA involvement came in 1973, when I was a School Psychology representative to the APA Vail Conference. The Vail Conference is most remembered for recommending that APA not only support the scientist-practitioner model but consider a practitioner-oriented model. Dr. Al Ivey of the University of Massachusetts and I wrote an article about the implications of a practitioner model for educating counselors and school psychologists. . This practitioner-oriented model is today reflected in most professional psychology programs, especially those that offer the PsyD. These early professional and community experiences shaped my life. I learned how to handle multiple tasks and to complete each of them in cooperation with others. I continued throughout my career to write or co-write, publish, and present about these involvements. Although I continued to do applied research, my area of expertise became policy development and implementation. Early on I wrote columns in the Communiqué about our advocacy efforts. I also wrote an invited article that traced federal special education legislation on meeting the special needs of pre-Kindergarten children . When I later was involved in teacher education, I wrote about teacher reform in California (Ramage, , 1994 , Nebraska (Ramage, 1994 (Ramage, , 2002a (Ramage, , 2002b , and, again, as part of the Renaissance Group . One of the most important publications during this time was an invitation to co-write an article with Francisco Hidalgo and Rudy Chavez-Chavez on a model for multicultural education in universities . My knowledge and skill base in changing higher education were greatly enhanced by taking a position at the University of Massachusetts. From 1973 , I was at the University of Massachusetts as the Associate Provost for Academic Coordination. My role was to facilitate the recruitment, retention, and promotion of all faculty and to diversify our faculty through Affirmative Action efforts. I also supported the development of its school psychology program. I coordinated a conference on higher education teaching. Much to our surprise, almost a third of the faculty took part. Out of this came a focus on teaching in ways that attracted and retained women and other underrepresented group members. The colleges of education and engineering took the lead in this effort. I helped to establish the Women's Center which, on this campus, became a safe haven for lesbian students. I assisted with a variety of personnel issues, including chairing dean searches and assisting departments to assure that their search efforts included at least one "equally qualified" underrepresented candidate. This effort raised the diversity of faculty on campus by 5% in 2 years. UMass supported me in being president of NASP. The framework for the NASP Strategic Plan reflects the influence of my work at UMASS. The framework was based on social justice and included supporting the involvement of all school psychologists, encouraged the recruitment of diverse students, and required that all school psychologists learn how to work effectively with all children. By 1975, I was eager to return to a school psychology program that reflected a social justice framework. San Diego State University (SDSU) was looking for someone to develop a multicultural and multilingual School Psychology program. I was at SDSU from 1975 to 1989. The magic of this program came about through the mutual efforts of the faculty, including Dr. Carol Robinson-Zañartu, Dr. Valerie Cook-Morales, and Dr. Colette Ingraham. We worked closely as a team, each contributing in unique ways. Dr. Valerie Cook-Morales contributed her deep understanding of bilingual and diversity issues and directed multiple grants to support our students. She also would push us beyond our comfort zones to tackle social issues. Dr. Carol Robinson-Zañartu devoted her career to educational equity. She is committed to culturally responsive work with Native American and Indigenous youth and multiple language learners, especially Spanish learners. She took the lead in 2016 in developing a position on Dual and Multi-language learners, obtaining support from the California Association of School Psychologists (CASP) and the School Psychology Educators of California (SPEC). She also edited a seminal publication on serving Dual Language and English Language Learners (Robinson-Zañartu, Draper-Rodriguez & Olivera 2019). Dr. Colette Ingraham developed the consultee-centered multicultural and crosscultural consultation model that has impacted school psychology practice across the country (Ingraham, 2000) . My roles in the Bilingual, Multi-cultural School Psychology Program at San Diego were to teach the professional courses, to co-write grants, and to support our social justice framework by gaining the support of university administrators. Our Dean of Education, Dr. Tomas Perez, valued our approach as well as my work in Washington, DC. In the late 1980s, I served as the Assistant Dean for Student Affairs and Faculty Development the College of Education at SDSU. My years at San Diego State were amazing. Our dream of a social justice program became a reality and continues today. My colleagues challenged me, and we grew together. Our graduates have gone on to make a real difference in the lives of children and as leaders of our profession. Within the university we had mixed support. For example, in a meeting with the Provost, he asked us why we allowed our program to have low standards. When we asked what he meant, he said we must have low standards, since about two-thirds of our students were "minority." We pointed out that 100% of our students graduated from the 3-year master's program and that 100% were hired by the schools. Since then, the whole university has embraced a social justice framework. In 2019, SDSU hired Salvador Hector Ochoa as the Provost and Senior Vice President. We in school psychology know Dr. Ochoa as the former director of the bilingual School Psychology program at Texas A & M. I presently work with one of his graduates, Dr. Wilda Laija-Rodroguez. She has developed an amazing school psychology program at California State University at Northridge. I have had the pleasure of teaching in the program for a long time. My primary role as NASP Past President (1975) was to continue to develop our advocacy framework in Washington, D.C. At the same time, NASP was reviewing whether or not they should hire another Executive Director. Sharon Petty came up with the idea of having four Executive Managers. The NASP leadership decided to give it a try. This system utilized volunteers for key positions, which for an organization which had about 1500 members, was feasible. Sharon Petty (Michigan) continued to manage the national convention. Mike Chrin (Ohio) handled membership and finance. Mary St. Cyr (Connecticut) coordinated committee activities. I took on the governmental and professional standards areas. The Executive Manager structure was unique among professional organizations because it drew upon working school psychologists to carry out the administrative and advocacy functions of the organization. This structure continued for about a dozen years. Throughout my early career, I was learning how to advocate for what would be best for all children. This had led me to learn how to negotiate through the university and State systems. The next part of my career challenged me to become an advocate for children's rights at the Federal level. During my NASP presidential years (1973 NASP presidential years ( -1976 , I had been attending meetings in Washington, DC, and assisting with the NASP central office. I also was learning about the federal legislation process. I knew little about the history of the passing of P. L. 94-142, the Education for All Handicapped Children Act. My Washington, DC, mentor, Fred Weintraub of the Council of Exceptional Children, helped to provide context for how this landmark legislation was passed. The year 1975 was an auspicious year to be involved in Washington, DC. This is the year that a group of former interns from Columbia University, including Fred Weintraub, finally were able to get Congress to pass the national special education law, which we remember as PL 94-142, the Education for All Handicapped Children Act. This group of special education and related service professionals had tried to pass the law in the early 1970s but could not get the Senators or Representatives to listen, so these special education and related services advocates went home and supported court cases. They were successful with the Pennsylvania Association of Retarded Citizens v Commonwealth of Pennsylvania (PARC, 1971) or the PARC case. The PARC case built on the landmark Brown vs Board of Education (1954 Education ( /1955 , in which the Court declared state laws establishing separate public schools for Black and White students to be unconstitutional. P. L. 94-142 reflected the provision of the PARC decree (PARC, 1971) , with the goal that handicapped children be educated in the "least restrictive environment." When I became Executive Manager for Governmental and Professional Relations in 1976, my first major activity was to assist in the development of the Regulations of P. L. 94-142, Education of the Handicapped Act. Regulations are the rules created by agencies, commissions and departments in the federal government's Executive Branch based on authority granted to it by Congress, in this case the new law. Throughout my tenure as Executive Manager of Governmental and Professional Relations (1976-1985) , I worked closely with the chairs of the relevant committees, especially the NASP Governmental and Professional Relations Committee. The chairs included Barbara Thomas, Susan Beecher Sandoval, James Eikeland, and Anne Spragins (Harmouth). Major decisions were made in conjunction with the NASP Presidents, the NASP Delegate Assembly, and the NASP Executive Board. Because the law included a section for "related services," I organized a conference about how to bring together the related or pupil services organizations. The participants started meeting monthly and became the National Alliance of Pupil Services Organizations (NAPSO). I coordinated NAPSO from 1976 to 1985. NAPSO became involved in every major change in general and special education legislation. For example, we supported the expansion of special education and related services from birth to 25. We also helped bring special education and general education (i.e., the Elementary and Secondary Education acts) closer together. NAPSO continues today as the National Association of Specialized Instructional Personnel (NASISP; http://www.nasisp.org/). Since we always believe that general education was as important as special education, they initiated sections and helped to write a variety of laws that impact school psychology, including the Individuals with Disabilities Education Act of 1990 (IDEA) and the Elementary and Secondary Education Act of 1965 (ESEA), which have become Every Student Succeeds Act of 2015 (ESSA). After that initial meeting with the 20 or so national groups that became NAPSO, I started on the process of developing a definition of "psychological services." The definition was developed at a NASP Executive Board. Dr. Nadine Lambert attended as APA Division 16, School Psychology, representative. Coalition partnerships at the state and national levels often define new ideas and draft the language that goes into state and federal legislative bodies. As the draft legislation goes through public hearings, it is essential that the drafters be part of the process. I probably testified at a dozen House or Senate hearings, primarily representing NASP and/or NAPSO. NASP today continues to be involved in a variety of alliances, consortia, and other key coalition partnerships. The other half of my NASP role was to support keeping our education and practice standards up to date. I assisted with the updating of our national education standards. School psychology programs in 1976 were 1-, 2, and 3-year master'slevel programs and/or doctoral-level programs. When I was President of NASP, I had asked Dr. Douglas Brown to review the present standards and to propose revised standards. The only direction I gave him was that the standards should prepare people to be fully functioning school psychologists when they finished the program. In 1978 these new and expanded education standards were approved by NASP. The standards established the educational specialist, or 3-year master's degree, as the entry level for school psychology practice. As you might guess, this was controversial. The next step was to work with educators and the related state agency personnel to implement the standards. At that time, I was coordinating the Trainers of School Psychologists. Although the group is independent of both APA and NASP, a major focus on the TSP agenda in the late 1970s was understanding and assisting universities to implement the NASP standards. One of my toughest challenges came in 1979 when I was asked by the California Department of Education to chair their Larry P. Task Force. The majority of the folks on the Task Force wanted to focus on early intervention so that all children's academic and behavioral needs could be met so that children did not have to fail before they obtained services. Some members of the task force wanted to focus on what tests would be allowable under the court decree. The document we developed was how to be involved, along the whole continuum of services from general to special education (Ramage, 1988) . In some ways, this was a blueprint for what we now called Response to Intervention (RtI). An appendix was devoted to tests. Barbara Thomas then expanded the appendix and had it approved by the California Association of School Psychologists (CASP). I fought hard on the Larry P Task Force to develop a system where all children would be served as early as possible. After all, I had devoted my life to preparing school psychologists to bring about equity in the schools. To me, this meant it was necessary to work in both general and special education, to provide services to all children, along with willingness to learn and respect their cultures and language. I was not willing to accept that an African American male could not succeed in school. My willingness to chair the Larry P Task Force was because I truly wanted to lay out a road map so that all educators could correct any injustice. I knew Wilson Riles, the first California Superintendent of Schools who was Black. He and my father had met through working on the Los Angeles County Human Rights Commission. Also, at the end of that year I was joining the School Psychology program at Howard University, an historically Black University in Washington, DC. I was going there to help the program become accredited. At about the same time, the APA-NASP Task Force began. The initial focus of this group was to develop a joint accreditation handbook. Dr. Nadine Lambert and Dr. Paul Nelson, Director of the APA Office of Graduate and Postdoctoral Education and Training represented APA. The Presidents of NASP and I, as Executive Manager of Governmental and Professional Standards, represented NASP. We developed a joint accreditation handbook, which was used for six APA-NASP/NCATE (National Council on the Accreditation of Teacher Education) doctoral programs in 1982-1983. The University of Cincinnati was the first approved jointly accredited program. The APA-NASP Task Force became the Interorganizational Committee (IOC) and continued for many years as a communication vehicle between NASP and Division 16 of APA (Fagan & Perri, 2000) . I was involved with NCATE for many years. As Executive Manager I attended the NACTE board meetings, along with the NASP representatives. I was proud of the leadership of NASP representatives, especially Jim Eikeland. They were key to the involvement of other specialties joining NCATE. They were also key to developing standards that have been adopted by many of the states across the country. I was a member of the NCATE Board of Examiners for 27 years and chaired a number of college and university reviews that happened twice a year. I have continued to be involved in standards issues. My most recent involvement came in 2018-present in preparing for the California School Psychology program revisions. The Commission on Teacher Credentialing set up a School Psychology working group to review and make recommendations to CTC. I organized a meeting of the School Psychology Educators of California (SPEC) to develop recommendations for the CTC, including that the NASP standards be followed. The recommendations were brought to the work group. CTC accepted most of the recommendations (Commission on Teacher Credentialing, April 2019). I and members of the NASP Governmental and Professional Relations Committee were called upon to assist with state issues. To assist with how to succeed in the legislative process Dr. Susan Forman, who was then at the University of South Carolina, developed the School Psychologists' State Legislative Action Handbook. I wrote the chapter entitled, "Legislative and judicial effects on the role of school psychologists" (Ramage, 1981) . Another key group that influenced the development of school psychology was the National School Psychology In-Service Network, which was in effect from 1978 and 1984. Dr. James E. Ysseldyke had the foresight to obtain a grant from the Office of Special Education and Rehabilitation Services, Department of Education, to bring together school psychology leaders (Ysseldyke, 1984) . These leaders first met to articulate what psychology had to offer schooling. These leaders included Dr. Jack Bardon, Dr. Alan Coulter, Dr. Joel Meyers, Dr. Jean Ramage, Dr. Sylvia Rosenfield, Dr. Richard Weinberg, and Dr. James Ysseldyke. They then broadened the focus through two national conventions on the role and function of school psychologists. The grant produced the Spring Hill Symposium on the Future of School Psychology, inservice modules on assessment and non-test-based assessment, and two publications. Dr. Douglas T. Brown, President of NASP, and Dr. Bartell W. Cordon, President of Division 16 of APA, jointly wrote the foreword to the symposium synopsis (Brown and Cordon, 1981) . The groundbreaking article by Dr. Gilbert Trachtman of New York University entitled "On Such a Full Sea" exemplifies the focus on the symposium. Here is the abstract of that article (Trachtman, 1981) : School psychology is inextricably linked to the founts of knowledge, which make it potentially, if not always, a substantive specialty capable of significant contribution to the education and welfare of children. We draw heavily from the knowledge generated theoretically by academic psychology and practically from the work of colleagues in other psychological specialties. We are bonded also to the fields of education and special education, which generate theory and technique applicable to the practice of school psychology and to many other relevant sources of information. (p. 138) Another creative publication that came out of the Network was titled School Psychology: A Blueprint for Training and Practice (Ysseldyke, Reynolds, & Weinberg, 1984) . I wrote the chapter entitled "Systems Development and Planning" (Ramage, 1984a (Ramage, , 1984b (Ramage, , 1984c Stephen DeMers, and Dr. Judy Alpert, wanted a staff member to represent school psychologists and school psychological services. The role of the Director of the Program was to support efforts of school psychologists through working with Division 16 leaders and to be a part of the alliances and coalitions that advocated on legislation, regulations, and guidelines in areas that affected the children we serve. When Rhonda Talley took over, the office became the Office of Policy and Advocacy in the Schools (Ramage, 2016; Talley, 2016) . From 1989 to 2002, I used my knowledge and skills in Dean and faculty positions. I was Dean of the College of Education and Psychology at James Madison University (JMU) in Virginia (1989 Virginia ( -1991 , where I supported Dr. Douglas Brown in developing the combined clinical and school psychology doctoral program. I also coordinated the curriculum effort for a new College of Technology. Because of increasing responsibilities for my elderly parents, I returned to California. I became Dean of the School of Education at California State University, San Bernardino (1991 Bernardino ( -1994 . During this time, the college became a major center for the Reading Recovery Program and a founding member of the Renaissance Group, which brought University Presidents and Deans together to focus on educational reform . Also, a new school psychology program became a reality during my tenure. This program continues today and is unique in that it has a strong counseling focus. I was also involved in teacher education reform efforts. In California, I chaired the group that laid out the reform process and recommended changes in the elementary credential, which was adopted by the California Commission on Teacher Credentialing (Ramage, 1994) . In Nebraska, I again was involved in a similar effort (1994) (1995) (1996) (1997) (1998) (1999) (2000) (2001) (2002) when I was the Dean of the College of Education at the University of Nebraska, Kearney (UNK) and Professor of Counseling and School Psychology. All teacher education programs in the state and the school districts that represented 90% of the students were directly involved. The primary goals were to better serve the increasingly diverse school population and to provide the technology to better prepare students. This led to being involved in the development of the first statewide education standards (Christensen, Ramage, & Weible, 2002; Ramage, 2002a Ramage, , 2002b . I also coordinated a state grant for a multicultural conference and two grants to reform the preparation early childhood professionals. During my years in Nebraska 1994 Nebraska -2002 , I was part of the School Psychology Program at the University of Nebraska at Kearney. The program director was Dr. Max McFarland, a leader of school psychology in the Midwest. When I became a full-time faculty, I primarily taught the research and fieldwork courses. The program had a specialty in early childhood. The students had to take an extra twelve units, but most did. I took the sequence and learned so much. I was on sabbatical at California State University at Northridge when I received a call from Kevin Dwyer (NASP President, March 1999 -March 2000 . He had just nominated me for a position with the Hawaii Department of Education. The position was to be the administrator for the Federal Court mandated School Based Behavioral Health program. I took this position and coordinated the effort to implement the School Based Behaviroal Health, a MTSS type program, which included providing services to general and special education students by bringing together school psychologists, clinical psychologists, counselors, social workers, and behavioral specialists to assist students, their families, and educators to work systematically on mental health and educational issues. A year and a half later, the 9th District Federal Court decided that State of Hawaii was now in compliance. The State of Hawaii did not have a School Psychology program, so I agreed to develop the school psychology master's and doctoral programs for Argosy University in Honolulu, HI (2003 HI ( -2006 . I worked closely with Dr. Linda Caterino who was doing the same work at Argosy University, Phoenix, AZ. My work with Linda was very satisfying. We developed the goals and objectives of the masters and doctoral programs as well as the curriculum. We were of one voice. After "retiring" the second time, I decided to return to my policy development roots and worked for the Hawaii State Legislature (2007) (2008) (2009) (2010) (2011) (2012) (2013) . I initially worked for the Senate Education Committee, drafting the legislation for early childhood and higher education, including the development of a plan to provide early child education paid for by the state and assisting the University of Hawaii system budget to provide money for key academic initiatives. I then moved to the Systems Office of the Hawaii Legislative Reference Bureau, where all legislative bills are developed and monitored. Since the legislature met only in the Spring, I renewed my involvement with California State University at Northridge (CSUN) (2006-present) . Since 2016 I have taught four to five courses a year at CSUN. Over the last couple of years, I have been asked to write about my early involvement in school psychology. This has forced me to look back over my career. In this chapter, I have focused on the early years as the context for how I became a problem solver and advocate for children and their families. I am a person who looks at the big picture to see where we need to go, so looking back has been interesting and challenging. There is a consistency that I see from my family and my professional roles. For example, I value working with others, whether it be an individual, group, or agency. I like taking on challenges for which the solutions are long lasting. Whether I am working with one child, a group of people or writing and implementing policy, the change process is the same. My goals have always related to diversifying the field and to serving all children. After over 50 years in the profession, I am still an active professional. I presently teach in the California State University, Northridge school psychology program that Dr. Wilda Laija-Rodriguez ably coordinates. The program reflects my passions and goals. Most of our students are the first in their families to go on to higher education. Most of them are bilingual. All are devoted to making a difference in children's lives. I run a business with my husband, Don Carpenter, (i.e., Early California potteries and other antiques, and vintage musical instruments). I serve as the liaison between the California Association of School Psychologists and School Psychology Educators of California. I like to travel. In 2016, Dr. Carol Robinson-Zañartu and I went to Japan to attend the International School Psychology colloquium. Lastly, COVID-19 has entered our lives. We have a tremendous challenge. Because school psychologists have the knowledge and skills to enhance learning and mental health, we are needed more than ever. I look forward to the challenge. Supreme Court's Brown v Forward. The spring hill symposium Center for the Study of Women in Society (CSWS) Regulation of Teacher Education Pupil Personnel Services: School Psychology Program Standards and Performance Expectations, State of California Male and female-the mutually disadvantage: The school psychologist's role in expanding options for both sexes Multifactored unbiased assessment: A guide for school psychologists History and status of School Psychology accreditation in the United States History of the National Association of School Psychologists: The first decade National survey of school psychologists Editorial comment Multicultural education: A 21st century paradigm Consultation through a multicultural lens: Multicultural and cross-cultural consultation in schools Changes ahead! Implications of the Vail Conference. (National conference on training professional psychologists) Women on the Move: A Feminist Perspective. A report of the 6th annual conference of the Lila Acheson Wallace School of Community Service and Public Affairs The Model for Comprehensive and Integrated School Psychological Services. National Association of School Psychologists Roots to leaves: Jean Ramage and Kari Oyen (Audio Podcast) Pennsylvania Association for Retarded Citizens (PARC) v. Commonwealth of Pennsylvania, 334 F National survey of school psychologists Survey of School Psychologists Nationally National survey of school psychologists: Training implications Organizing your state association for action: How Oregon did it Better Special Education and Related Services for Children Following P. L. 94-142: Focus on Early Childhood National Survey of School Psychologists: Update Basic characteristics of school psychologists National Survey of School Psychologists: Role and Function USA School Psychologists: Characteristics, role and special education Presenter in the Changing Roles in the Delivery of Psychological Services symposium with Colette Ingraham and Valerie Cook at the National Association of School Psychologists Conference Larry P. Task Force Report: Policy and Alternative Assess Guideline Recommendations NASP at twenty: A reaction and look to the future Restructuring teacher education Restructuring teacher education in California. Issues in Teacher Education Restructuring teacher education to reflect the professional development continuum Role and Function of School Psychologists: Update Changes in role and function of school psychologists National Association of School Psychologists Organizational policies of the Nebraska Council on Teacher Education Role and Function of the School Psychologist: Changes over time School Psychology in the APA Practice Directorate: In the Beginning. Invited panel member, School Psychology Policy and Advocacy Within the APA Why School Psychology has been such a successful profession Advocacy at NASP in the Early Years School psychologists and the opportunities and challenges in serving dual language and English learners School psychology policy and advocacy within the APA panel On such a full sea School Psychology: The State of the Art School psychology: A blueprint for training and practice School Psychology in the APA Practice Directorate: In the Beginning. Invited author. R. Talley Advocacy at NASP in the early years Advocacy in action: Public policy from the inside. Invited article Organizational policies of the Nebraska Council on Teacher Education Regulation of Teacher Education Multicultural education: A 21st century paradigm Restructuring teacher education to reflect the professional development continuum Restructuring teacher education in California. Issues in Teacher Education Restructuring teacher education Teacher Education as an All Community Responsibility: A Proposal for the Restructuring of Teacher Education in California NASP at twenty: A reaction and look to the future Larry P. Task Force Report: Policy and Alternative Assess Guideline Recommendations USA School Psychologists: Characteristics, role and special education Systems development and planning Prevention: Federal impact on preschool handicapped programs Public Law 94-142: Implications for Counseling, School Psychology and Rehabilitation Public Law 94-142: Implication for Counseling, School Psychology and Rehabilitation The psychological rights of children: Sexual identity. Viewpoints in Teaching and Learning Legislative and judicial effects on the role of school psychologists Organizing your state association for action: How Oregon did it National survey of school psychologists Changes ahead! Implications of the Vail Conference. (National conference on training professional psychologists) Issue on effects of sex role stereotyping on boys and girls Male and female-the mutually disadvantage: The school psychologist's role in expanding options for both sexes Behaviorism and Humanism: The Compatibility of Opposites Women on the move: A feminist perspective