School Psychology Training Programs Research Articles

Successful graduate students: The roles of personality traits and emotional intelligence

AbstractGiven the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.

An Examination of Cross-Cultural Curriculum Development and Student Cross-Cultural Competencies in a School-Based Consultation Course

The goal of this case study was to describe the cross-cultural consultation experiences of school psychology graduate students as they progressed through a semester-long school-based consultation course. Graduate students enrolled in a consultation course completed both quantitative and qualitative assessment measures. The course instructor used these tools to adapt course components to students' expressed cross-cultural needs. Highlighted themes from the data included the importance of continual cross-cultural competency development in school psychology training programs. Other questions raised from the case study included how to extend a practitioner's cross-cultural development beyond formal training.

Is the Scientist-Practitioner Model Viable for School Psychology Practice?

This article discusses the scientist-practitioner model in relation to the profession of school psychology. Currently, the scientist role is overwhelmingly neglected in school psychology practice. However, the scientist-practitioner model holds much promise for restoring and stimulating the empirical practice of school psychology. The scientist-practitioner model can provide a viable framework for school psychology practice by focusing on empirical evidence, incorporating a systemic, constructivism-contextualism viewpoint of knowledge with an outcomes-oriented and problem-solving approach to research. School psychology training programs should be committed to training students in their dedication to research and the development of new professional knowledge and skills. The scientist-practitioner model also enhances professional accountability because objective criteria is utilized and ongoing data is collected to indicate student progress in relation to the established criteria. In addition, the scientist-practitioner model is consistent with the zeitgeist of school psychology reform, which urges for a data-based outcomes orientation for service provision.

Empirical and clinical methods in the assessment of personality and psychopathology: An integrative approach for training

AbstractSchool psychologists have a critical role in identifying social‐emotional problems and psychopathology in youth based on a set of personality‐assessment competencies. The development of competencies in assessing personality and psychopathology is complex, requiring a variety of integrated methods and approaches. Given the limited extent and scope of formal preparation in personality assessment in school psychology training programs, it is important to develop models using multiple methods of assessment. It is proposed that an integrated paradigm associated with a combination of empirical and clinical methods serve as a framework for the development of school psychology practice competencies in personality assessment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 513–526, 2006.

Perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities

Two national surveys of the perceptions of trainers and practitioners regarding assessment and intervention for students with low incidence disabilities (LID) were conducted. The first survey, sent to the directors of 250 school psychology training programs, was designed to determine the extent and type of training in assessment and intervention for students with LID offered in school psychology training programs. The second survey, mailed to 500 randomly selected National Association of School Psychologists' (NASP) members, was developed to assess the extent and type of assessment and intervention for students with LID provided by school practitioners. Responses were received from 121 trainers (50.8% response rate) and 361 practitioners (72.2% response rate). Results indicated, while assessment and intervention for LID remains a small part of the school psychology caseload, school psychologists are using many of the best practice methods. However, recommendations are provided for increased awareness of additional methods, for seeking closer collaboration with special education professionals who specialize in working with this student population, and for more possibilities of subspecialization for future psychologists who will possess expertise in conducting assessment and intervention for LID. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 677–689, 2005.

Developing Nonthreatening Expertise: Thoughts on Consultation Training From the Perspective of a New Faculty Member

A new faculty member's experiences teaching consultation for the first time are described. Several dilemmas and challenges involved in the initial planning of a consultation course are discussed, including: how to fit the consultation course into the broader school psychology training program; how to balance didactic and applied training; and how to teach the interpersonal skills necessary for students to form productive, collaborative relationships with diverse adults. It is argued that Black feminist epistemology (Collins, 2000) provides a potentially useful framework for helping students develop effective collaborative skills.

A Survey of Behavior Analysis and Behavioral Consultation Courses in School Psychology: Implications for Training School Psychologists

All 216 doctoral and specialist level school psychology training programs were mailed a seven question survey to determine how much behavioral consultation and behavior analysis course work school psychology students are offered. One hundred and twenty-eight surveys were returned, yielding a return rate of 58.26%. The results indicated that almost all programs offer didactic courses in consultation (98.79%) and behavior analysis/behavior modification (91.52%). The percentage of practicum devoted to behavioral consultation and behavior analysis/modification was considerably less (about 25% for each) than other subject areas. The results are discussed within the context of training needed to meet the needs of practitioners in the areas of behavioral consultation and behavior analysis/behavior modification.

Specialist-level preparation in school violence and youth gang intervention

Surveys regarding the level and scope of training provided in both traditional child and youth issues and that of school violence and youth gang prevention were sent to 213 school psychology training programs. Ninety specialist-level programs were included in the final study. Results indicated the majority of programs provided substantial intervention training for more traditional behavioral concerns (e.g., ADHD, conduct problems). Training in school violence prevention and, in particular, youth gang prevention/intervention, were lower priorities for training. The hypothesis was not supported that programs located in or near metropolitan areas are more likely to offer training in school violence and gang interventions. These results are discussed within the context of practitioner preparation for violence intervention. © 1998 John Wiley & Sons, Inc.

Specialist-level preparation in school violence and youth gang intervention

Surveys regarding the level and scope of training provided in both traditional child and youth issues and that of school violence and youth gang prevention were sent to 213 school psychology training programs. Ninety specialist-level programs were included in the final study. Results indicated the majority of programs provided substantial intervention training for more traditional behavioral concerns (e.g., ADHD, conduct problems). Training in school violence prevention and, in particular, youth gang prevention/intervention, were lower priorities for training. The hypothesis was not supported that programs located in or near metropolitan areas are more likely to offer training in school violence and gang interventions. These results are discussed within the context of practitioner preparation for violence intervention. © 1998 John Wiley & Sons, Inc.

Training in Personality Assessment in Specialist-Level School Psychology Programs

A survey was designed to obtain data from school psychology training programs regarding the teaching of personality assessment at the specialist (non-doctoral) level. 63 instructors of 99 courses in personality assessment responded to questions regarding course content and general strategies related to instruction in personality assessment. Questionnaire data pertained to the types of tests and techniques taught, the related topics covered, the percentage of instruction devoted to children and adults, and the amount of formal course work required. It was concluded that most programs offer one course at the specialist level covering a fairly consistent set of tests and related topics.

Development of the Multicultural School Psychology Counseling Competency Scale

The purpose of this study was to begin to delineate competencies needed by school psychologists in the provision of counseling services to culturally diverse clients and to develop an exploratory measure of multicultural counseling competence in school psychology practice. The present article discusses the development and preliminary psychometric characteristics of the Multicultural School Psychology Counseling Competency Scale (MSPCCS). The MSPCCS, which assesses trainers' perceptions of the multicultural school psychology counseling competencies of graduating trainees, was administered to a national sample of directors of school psychology training programs. Preliminary findings, based on a 57% return rate, suggest that the scale has good internal consistency reliability. Results of the factor analysis support a one factor solution for the scale. Specific considerations in the use of the scale are discussed, and suggestions for future research are presented. © 1997 John Wiley & Sons, Inc.

The School Psychologist’s Role Based on an Ecological Approach to Family-School-Community Collaborations

As psychologists study and research child development theories based on more ecological perspectives, and as these perspectives are adopted by national and state policymakers and legislatures as a part of school reform initiatives which focus on family-school partnerships, school psychologists need to examine how these changes affect their role in the schools and the competencies they need to develop effective family-school-community collaborations. This article (a) briefly reviews the ecological theoretical perspective underlying the concepts of family-school-community collaborations, (b) describes California’s state policy and legislation backing these concepts, (c) presents a rubric of competency levels for the school psychologists’ role in developing family-school-community collaborations, and (d) explores implications for school psychology training programs.

The regulation of school psychology: A historical perspective on certification, licensure, and accreditation

The historical development of regulatory practices in school psychology is traced for individual and institutional credentials. Certification from state departments of education, licensure by state psychology boards, and credentials administered by professional groups such as listing in the National Register of Health Service Providers in Psychology, certification in the National School Psychology Certification System, and the diplomate through the American Board of School Psychology of the American Board of Professional Psychology are presented. National program accreditation of school psychology training programs as conducted by the American Psychological Association and the involvement of the National Association of School Psychologists in the National Council for Accreditation of Teacher Education Programs is also presented from its early inception to the present. Regulation is a facet of the specialty's identity that reflects its basic aspirations, and given the current state to which it has evolved in school psychology, a call is made for the integration of credentials within a comprehensive regulatory system.

Meeting the Needs of Children and Families: Opportunities and Challenges for School Psychology Training Programs

Meeting the Needs of Children and Families: Opportunities and Challenges for School Psychology Training Programs

Up close and personal: An inside look at university training programs in school psychology.

Up close and personal: An inside look at university training programs in school psychology.

The Practice of School Psychology in Vocational Rehabilitation Facilities

School psychologist have shown increased interest in the vocational programming of handicapped adolescents in recent years. Training programs in vocational school psychology have been developed, an...

Up close and personal: An inside look at university training programs in school psychology.

Up close and personal: An inside look at university training programs in school psychology.

School psychology and college learning disabled students: Traning and service possibilities

In recent years, increased attention has been devoted to the applicability of school psychological services to the adult population. Despite such attention, few school psychologists currently are being prepared to service adults. This paper argues that, with increasing numbers of learning disabled students entering postsecondary institutions, there exists an opportunity for school psychology training programs to aid in the servicing of these legally handicapped adults, while, at the same time, providing valuable experience to school psychology students in servicing the adult population. Specifically, this paper provides the reader with an overview of services provided to college learning disabled students, discusses the relationship between such services and school psychological services, and identifies numerous and service possibilities that exist for the profession of school psychology.

Status of Ethnic Minority Group Members in School Psychology Training Programs

The purpose of this study was to investigate the status of ethnic minority group members in school psychology training programs in the United States. A survey was sent to 201 school psychology prog...

Up close and personal: An inside look at university training programs in school psychology.

Up close and personal: An inside look at university training programs in school psychology.