Ethics training in school psychology.

Outlines topics and methods in ethical issues that can be integrated into ethics training in professional school psychology programs. These topics include professional ethical codes and regulatory schema, basic philosophical foundations of ethical principles, and models of ethical decision making. Teaching methods and processes are discussed, including teaching and modeling, practicum-based processes, and seminars in ethics. Suggestions for future training in ethics include evaluation of models of instruction. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Children's sleep and school psychology practice.

Much contemporary research has demonstrated the multiple ways that sleep is important for child and adolescent development. This article reviews that research with an emphasis on how sleep parameters are related to school adjustment and achievement. Five areas of sleep research are reviewed to discern implications for practice with children using an evaluation rubric of strong, moderate, and weak evidence. The research has implications for assessment of sleep and sleepiness in the schools, for primary and secondary prevention activities, and for interventions by school psychologists targeting children and adolescents with sleep problems that affect their school functioning. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology and the gifted: Emerging practice opportunities.

Professional psychology has an opportunity to assume a leadership role in working with the gifted. The gifted have many unmet social, emotional, and psychoeducational needs and are arguably one of America's most valuable resources. The Duke University Talent Identification Program conducted a survey to better understand emerging issues in the gifted field. The survey identified a number of areas in which professional psychologists can play an active role. Three specific practice opportunities are discussed: assuming a leadership role in the identification of gifted students, serving as a consultant to promote talent development in the schools, and providing counseling services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional training in psychology: Quest for international standards.

Describes features of the professional training of psychologists in Western Europe, Latin America, Australia and New Zealand, Israel, and the US. The issue of why the teaching of professional psychology varies markedly from place to place despite relative agreement on the components of the scientific bases of psychology is addressed. International standards for training and the recognition of accredited training programs are discussed. Rigorous education is needed in the scientific content and intellectual history of psychology as a prerequisite for professional training to help individuals who establish themselves in countries other than those in which they were educated. Suggestions are offered for achieving minimum training standards for psychological services. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional psychology internships in school psychology: Fact or fiction?

We investigated the types of training options for school psychology students in internship settings accredited by the American Psychological Association (APA). Survey results were obtained from APA-accredited programs in school psychology and APA-accredited predoctoral internships that accept school psychology applicants. The results suggested a discrepancy between the number of accredited programs and the number of accredited predoctoral internships available to the prospective school psychology intern. These findings are reviewed in light of recommended internship components obtained from survey information and guidelines approved by the Council of Directors of School Psychology Programs (1983) and the American Psychological Association (1986). Recommendations for development of school psychology rotations within APA-accredited predoctoral internships for doctoral training in psychology are presented. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working with families: A school psychology training perspective.

Considers the implications for school psychology training of the position of J. C. Hansen et al (see record 1990-18461-001) concerning the ethical issues facing school psychologists who work with families. It is suggested that the evolution of practice models leads to a contemporary socioeducational action practice model, which will require faculty shifts and curriculum revisions. Professional defensiveness can be expected, and financial and family privacy reasons are analyzed. Recommendations are made for accommodating modern-day public policy expectations. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Professional issues in Canadian counselling psychology: Identity, education, and professional practice.

The past decade has seen significant growth in counselling psychology's professional identity, increased visibility of the specialization within applied psychology, and advances in doctoral training and accreditation by the Canadian Psychological Association. The current article details professional issues associated with the recent evolution of the field, including the establishment of a strong professional identity for the profession, developments and challenges associated with graduate training (e.g., the limited availability of predoctoral internships), and the implications of the dynamic, changing workplace environment for graduates affiliated with counselling psychology. Recommendations are offered for continued development of the specialization in its Canadian context. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Survey of school psychology faculty: Their training and professional experience.

Determined if faculty members (N?=?238) in school psychology programs are likely to meet newly developed accreditation standards that specify training and experience characteristics of primary faculty. Results indicate that school psychology faculty members are largely male, 31–40 yrs of age, with PhDs in a variety of different educational and psychological specialties but with limited experience as psychologists in the schools. The lack of Ss' doctoral specialization in school psychology and their limited experience in schools could be potentially troublesome for programs seeking accreditation approval. (14 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Doctoral training issues in school and clinical child psychology.

Do clinical child and school psychologists feel that broadening their training to include aspects of other professional child psychology specialties would enable better service provision to their clients? Do they feel that children, adolescents, and families would be better served if the 2 specialties were merged? An exploratory questionnaire was sent to a random sample of 300 members of American Psychological Association (APA) Division 16 (School Psychology) and a random sample of 300 members from APA Division 12 (Clinical), Section 1 (Clinical Child). Implications from their responses for training of psychology health service providers to children and families are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Characteristics of graduate training programs in school psychology.

Surveyed 112 graduate programs in school psychology during the 1969-1970 academic year. Comparison with data obtained from 1967-1969 shows that the number of training programs in school psycholgy increased by about 29%, the student population doubled, and the number of graduates tripled. Training standards improved, as evidenced by increases in (a) the number of credit-hours required for the master's degree, (b) the percentage of intermediate degrees offered, and (c) the proportion of students in post-master's-degree programs. Changes since 1970 which will effect future trends are briefly outlined (e.g., financial crises within institutions). (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Legislative mandates: Implications for changes in school psychology training programs.

Public Laws 93-380 and 94-142, as well as many state statutes that assure full educational opportunities for all handicapped children, have directly affected school psychological services. School psychologists' skills in diagnosis, intervention, and remediation are being increasingly called on to meet the educational needs of handicapped children. Because of federal and state legislation, school psychology training programs need to provide their students with additional course work and/or field experiences to prepare them for the changes in role demands. Practitioners need professional continuing education programs to assure that their skills are also adequate to provide psychological services to all handicapped school children. (8 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Notable multicultural training in APA-approved counseling psychology and school psychology programs

On the basis of the initial work of M.R. Rogers, J. Martin, and L. Druckman (1994) regarding exemplary multicultural training occurring at school psychology programs, the authors examined salient aspects of 5 American Psychological Association (APA)-approved counseling psychology and 5 APA-approved school psychology programs nominated for their reputation for multicultural training. Twenty-two percent of the program faculty represented a racial-ethnic minority group, at least 2 faculty members per program were involved in multicultural teaching, and 90% of the programs offered a multicultural course. Program faculty at the notable programs were actively involved in relevant research, routinely made presentations at national conferences regarding their scholarship, regularly participated in campuswide multicultural committees, and generally reported their university training environment to be supportive of multicultural issues.     

Bilevel training in school psychology: Interlocking degrees for program accreditation.

Multiple standards exist for the accreditation of training programs in school psychology: American Psychological Association's standards apply to doctoral programs and National Association of School Psychologists/National Council for Accreditation of Teacher Education's standards apply to doctoral and specialist programs for professional school personnel. Program accreditation by these associations is designed to assure the quality of professional preparation. However, the multiple standards for accreditation seriously challenge programs to accommodate requirements for content, breadth, and depth of professional preparation. The problem is compounded for training programs offering bilevel training. An interlocking relationship between training levels is proposed as one approach compatible with both the generic and specific criteria of the several associations accrediting school psychology programs. The design of a training program that integrates specialist and doctoral-level preparation is analyzed, using multiple criteria of the major accrediting associations to determine advantages and disadvantages of this approach. (21 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The training of school psychologists and implications for a professional school of psychology.

Suggests that the training one should receive at a professional school of psychology toward the doctorate in school psychology should focus on skills not currently offered. These include training in group, individual, crisis, and family counseling, and in the psychological ramifications on youth of social stresses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Practicum and internship experiences in school psychology: Recent trends in graduate training.

Describes a 1970 survey of internship and practicum experiences in school psychology to clarify how these experiences were perceived by universities and colleges throughout the nation. Of the 130 institutions contacted, 108 returned the survey and 96 reported having viable school psychology programs in the 1969-1970 academic year. Data reveal that (a) internship and practicum training experiences were still strongly tied to areas of intelligence testing, personality assessment, and child development; and (b) institutional training programs seldom stress educational content areas in their school psychology programs. Implications of data are discussed and illustrated graphically. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence on multicultural training in school psychology: Recommendations for future directions.

School psychology training programs are required to provide multicultural training to preservice school psychologists; however, trainers have had difficulty adequately including multicultural content into the curriculum. Thus, there is a gap between the requirements and the training that many school psychologists receive. Training programs have grappled with multicultural training because of difficulty identifying the structure and content of such training for school psychologists. To advance multicultural training in school psychology, guidance is needed regarding the content and structure necessary to adequately develop multicultural competence. Hence, the purpose of this article is to critically review the evidence on multicultural training in school psychology and provide a synthesis of the best evidence for preparing multiculturally competent school psychologists. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Women, psychology, and public policy: Selected issues.

Asserts that the dramatic changes in women's work and family roles in recent decades have profound implications for employment and family policy. It is argued that the market forces used by economists to adjust salary levels do not counteract the forces that devalue women's contributions to the economy. Depressed wages and a benefit structure based on earnings increases the likelihood of poverty of women. Many employment issues, such as the assumption that workers and family members are physically and mentally able-bodied, disabled women's employment status, and the relationships among women's physical and mental health status and work and family roles, require psychological research. The slowness of public policies to reflect women's changing roles is discussed, and tools for meeting the challenges of change, including science and technology and educational equity, are presented. (31 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Historically grounding the practice of psychology: Implications for professional training.

The author explores 3 ways the history of psychology can be made relevant to professional training in clinical psychology. Focusing on the practitioner-scholar model of clinical professional training, he argues that 3 central facets of historical understanding can be wedded to existing goals of professional training: (a) providing an interdisciplinary context for psychology, (b) addressing concerns about humans in the field, and (c) mediating theory-practice tensions that often exist in professional training. Suggestions are also made for encouraging historical understanding as essential to fostering critical self-reflection among students preparing for careers in professional psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)