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School Psychologists spend a disproportionate amount of time assessing students despite a stated desire to be recognized as performing a broader role. One approach to ameliorating this discrepancy is by facilitating the professional identity development of individual School Psychologists, since those with a strong professional identity are likely to advocate and elicit change. To this end, it is necessary to look beyond the narrow confines of the profession for models of professional identity development. An existing network development model that has identity-building potential is explored, and two existing professional networking mechanisms, one from the field of Veterinary Medicine and the other from School Psychology, are examined. The resulting School Psychology Professional Identity Development (SPPID) Framework provides a basis for a future professional collaboration mechanism that specifically assists school psychologists in professional identity building and eliciting change. Limitations and future directions for research are also discussed. / Psychological Studies in Education

Status and organizational position are defining cues that shape how people interact in organizations. For executives, their position in the organization can be a double-edged sword of increased influence, but also of perceived isolation from others. Hence, the longstanding concern of leaders being "lonely at the top." To examine this further, I focus on the leader's developmental network - the constellation of relationships that provide the leader with career and psychosocial support. Extending status characteristics theory, I examine how a leader's organizational position shapes the dynamics of social support, represented by the leader's developmental network. Three independent sources of data were collected: a developmental network survey of top executives (n=227), a multisource survey of the executive's co-workers (n=1008), and performance ratings obtained from the executive's superiors (n=521). Contrary to assumptions of leaders being "lonely at the top", the findings reveal a positive relationship between a leader's organizational position and the strength of the leader's developmental network. This relationship is explained by two distinct mediating mechanisms: (1) a process of social influence, where a leader's position predicts co-worker perceptions of the leader's dominance, and consequently, greater career support; and (2) a process of social connection, where the leader's position predicts co-worker perceptions of the leader's warmth, and consequently, psychosocial support. I discuss the implications of these findings for strengthening developmental networks in organizations and for research on leadership and positive work relationships.

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