School Psychology
Gailyn M. Garcia, Ph.D., NCSP, ABPP
School Psychology
Gailyn Garcia obtained her B.A., M.Ed., and Ph.D. degrees from Arizona State University. She is a graduate of the School Psychology program, and published her doctoral dissertation in Psychology in the Schools. She has worked as a bilingual middle school teacher, and specializes in second language acquisition. Gailyn holds the NCSP (National Certification in School Psychology) and is one of a handful of bilingual licensed psychologists to have achieved the ABPP credential. She is often called upon to provide consultation and inservices to school psychologists, educators, and school nurses on a variety of topics.
Gailyn has practiced as a bilingual school psychologist for 13 years, and is currently employed in a large multicultural school district in Phoenix, Arizona that serves preschool through high school. Throughout her career, she has supervised and mentored practicum students and interns. She has served on the Crisis Team in both of the school districts where she has worked. Gailyn has served the Arizona Association of School Psychologists for at least eight years, serving as Chair of the Research Committee, and currently as Chair of the Professional Development and Advancement Committee. In this position, she assists with planning regional and state conferences, mentors new school psychologists to the field and/or to Arizona, promotes ongoing professional development among school psychologists, encourages university students to share their research at AASP conferences, and continues to recognize individual accomplishments and outstanding contributions to the field of school psychology. Gailyn is a member of the Advisory Board of the School Psychology Program at Argosy University in Phoenix, Arizona. In addition, she serves as a SUPPORT (System for Utilizing Peers in Program Organization and Technical Assistance) Cadre consultant for the Arizona Department of Education.
Q. What motivated you to seek board certification in school psychology?
I was inspired to seek board certification in school psychology by my post-doctoral supervising psychologist, Ron Davis, Ph.D., ABPP. Dr. Davis convinced me that by obtaining the diplomate I would represent to the public the highest level of competency in my field. He also explained that benefits of board certification included automatic licensure in many states and decreased malpractice insurance premiums. Although obtaining board certification sounded like difficult work, I wanted to achieve this high level of competency, a task in keeping with my desire to be a lifelong learner.
Q. What have you found most valuable or rewarding about board certification?
The benefits of achieving board certification have not been financial. Rather, I have enjoyed increased metacognition (including my skills and flaws), the respect of my school district and colleagues, and personal satisfaction of knowing that I achieved the highest level of competency in my field. Moreover, I feel that although I have always been an ethical person, preparing for the diplomate oral exam has made me fully aware of ethical considerations every day of my professional and personal experience. I have learned to better appreciate my colleagues in social work and nursing, as they often share my experiences with ethical dilemmas in the schools.
Q. What advice would you give to a candidate for board certification in school psychology?
My advice to school psychologists considering board certification is to not be intimidated by the process. I recommend that they view the journey toward the diplomate as an opportunity for self-reflection, learning, and personal/professional growth. In addition, I would say that they will have the opportunity to interact with other board certified psychologists who will inspire them to greatness. Having the chance to meet highly respected psychologists in my field was an experience I will never forget.
Q. What is the most interesting/challenging/rewarding/fulfilling aspect of your work as a psychologist?
The most challenging and rewarding aspects of my work as a school psychologist are the students and their families. I jokingly tell people that I work at Jerry Springer Elementary School, because many of the families I have worked with at my low SES schools deal with issues such as drug abuse, incarceration, incest, homelessness, learning disabilities, mental health problems, gang affiliation, poverty, illegal immigration status, etc. I view these situations as a challenge and an opportunity to grow as a psychologist. It is very rewarding to be able to comfort and counsel a child who suffers from bipolar disorder with auditory hallucinations, or a child with an autism spectrum disorder, and be able to provide his/her low-income family with an evaluation that can be accepted by the local Division of Developmental Disabilities. As a licensed psychologist in the schools, I am also able to help the children of immigrant families with an evaluation that they may not otherwise obtain due to fear of INS or lack of transportation. Another of my most fulfilling activities is providing inservices to school psychologists, educators, and families. I believe that by teaching, I can indirectly improve the lives of others.