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Contact Information:

School Psychology Dept.
Rosesburg Public Schools
1419 NW Valley View Drive Roseburg, Oregon 97471

Phone: (541) 440-4038

School Psychology Department

What We Do

helping handsSchool Psychologists help teachers, students, and parents
to apply principles from research in the fields of education and psychology.

Services include consultation, direct intervention, measurement, program planning, program evaluation, and research. As members of the faculties to which they are assigned, school psychologists contribute their particular skills and interests to help schools to reach their goals. They apply their knowledge to building, district, and community-level committee assignments. School psychologists also work for the improvement of their vocation through professional association membership, and several of our staff have achieved leadership positions at the State and National levels.Various statistical reports for State and Federal agencies are generated from this office. Certain services are also available to members of the public school community in general.

For more information contact:

Richard Burton
Director of Student Services


  • What is a School Psychologist?
  • Reference Materials and Handouts
  • Favorite Links

What is a School Psychologist?

School psychologists help teachers, parents, and students make practical use of the "ivory tower" research from the fields of psychology and education. In the school setting, they work with others to prevent or solve problems related to students' academic progress, social behavior, and mental health. Each school psychologist is bound by ethics to provide only those services for which s/he has achieved a recognized level of competence. However, you can expect most school psychologists to provide the following services:
  • Consultation
  • Direct Service
  • Measurement
  • Program planning and program evaluation
  • Research
School psychologists have training in both education and psychology. Most states require at least a Master's Degree; some require a Ph.D. The National Association of School Psychologists (NASP) believes the "Educational Specialist" level to be the minimum amount of training for entry into the profession. (Educational Specialists typically have a year of graduate school beyond the Master's Degree.)States require school psychologists to present their credentials and obtain certification or licensure before working in the public schools. National Certification is available from the National School Psychology Certification Board. School psychologists visit almost every public school building in this country on a regular basis. If you have a question about your student's mental health or educational progress, the principal in the school nearest you can most likely help you contact your nieghborhood school psychologist. An on-line version of the pamphlet, "What is a School Psychologist?" is available in both English and Spanish from NASP.

Reference Materials and Handouts

The following documents have been developed for use as handouts to accompany presentations or classes given by our staff. A variety of other materials are provided for your reference. You are welcome to read, print, and share these materials so long as you give proper credit to the authors. (When viewing a document, use the "Back" button on your browser to return to this listing as the handout will NOT contain web navigation buttons.)
  • Anger Management - Background and techniques for throwing water on that 'short fuse.'
  • Brain Connections - Activities to help children build brain connections for reading.
  • Can Retention Be Good for a Student? - Essay originally published in the magazine, "NEA Today."
  • D-53 explanation - IDEA '97 required I.E.P. teams to record their evaluation planning meetings. Roseburg's "D-53" form meets all of the IDEA requirements in a format that helps teams use assessment as a part of a problem-solving process.
  • Depression - National Institute of Health publication with tips for helping yourself and helping others with depression.
  • Differentiating Seriously Emotionally Disturbed (SED) from Socially Maladjusted (SM), Model for - Notes from a NASP ListServ discussion on the topic.
  • Discouraged Learners - Notes on Jerry Conrath's ideas for working with "discouraged learners."
  • Family Council Meeting - Using a "family council" to solve problems, build unity, and develop responsibility.
  • Five Ingredients of an Effective Meeting - Notes on "How to Make Meetings Work" by Doyle & Straus.
  • Foundations of School Success - A list of eleven "Habits of Mind" that contribute to school success and ideas for teaching them to students.
  • Improving the Efficacy of Child Study Teams - Notes on a newsletter article.
  • Inflexible/Explosive Children, Common Characteristics of - Notes on a workshop presented by Dr. Ross Greene
  • Oppositional Defiant Disorder - Notes from a variety of sources on dealing with a student who has ODD.
  • Parenting Practices That Can Boost Your Child's Achievement - Notes from a workshop by Dr. Michael Bernard.
  • Positivo Contra Negativa - Positive and negative approaches to discipline en Espanol.
  • Read Aloud Books - A list of books to read aloud to your child.
  • Research-Based Actions to Reduce Problem Behavior - A list of actions associated with decreases in problem behavior (and their opposites.)
  • Rhyming Book List - A list of books recommended for developing a sense of rhyme.
  • Sight Word Association Procedure - A teaching technique for building sight vocabulary.
  • Social Skills Bibliography - References for building social skills of youth.
  • Study with the SQ3R System - A short description of how to use the SQ3R system for studying.
  • Suggestions for Preparing Documentation Supporting an ADHD-Based Request for Accommodations Under the Americans with Disabilities Act (Barkley & associates) - The title says it all!
  • Thoughts on School Violence Prevention - Adobe Acrobat (.pdf) file summarizing characteristics of people who turn to violence and the value of school climate as a protective factor.
  • What Can One Person Do? - Adobe Acrobat (.pdf) file describing the benefits of planning based on protective factors, with tips for getting started.
  • Why Reading Matters - A teaching technique for building sight vocabulary.

Favorite Links

Asset Building

Professional Associations References

The following links have been recommended by SEC staff.
If you notice any dead links, please let us know!

Assets in General

  • NYDIC - National Youth Development Information Center.
  • Search Institute- The agency that started it all.



Boundaries and Expectations

  • Role Models - Highlights great role models - and not every one is a celebrity!
  • Stop Hitting - The Center for Effective Discipline suggests alternatives to spanking.

Constructive Use of Time

Commitment to Learning

Positive Values

Social Competencies

  • Women's Work - References and resources that show females can do just about anything.

Positive Identity

  • Points of Light - More than a thousand real people who have made a difference in a large or a small way.

Professional Associations