A survey of newly enrolled school psychology trainees: Estimates of key role and function

Abstract

AbstractExamining school psychology trainees' perceptions regarding school psychologists' key role and function is important because inaccurate perceptions may lead to unmet professional expectations, reduced job satisfaction, and burnout. One hundred and eighty two first‐year school psychology graduate students enrolled in National Association of School Psychologists (NASP) approved and/or American Psychological Association accredited school psychology specialist and/or doctoral training programs were surveyed regarding their perceptions of how school psychologists spend their time. Responses were compared to results from the 2010 NASP survey of school psychologists, in which NASP members reported the percentage of time engaged in various school psychology functions. Respondents in the current sample underestimated time spent conducting special education evaluations t(399.54) = 12.2, p < 0.000, d = 0.76 and overestimated time spent providing individual student counseling, t(465.27) = 2.94, p < 0.001, d = 0.17 and student groups t(444.74) = 5.42, p < 0.001, d = 0.409, η2 = 0.04. A positive correlation between prior professional public school experience and time estimates for special education evaluations was found, r(175) = 0.14, p = 0.03. Implications for the field of school psychology are discussed, including the provision of updated information on key role and function to applicants along with screening to assess knowledge of the field.