Further Exploration in the Specialization of School Psychology: Graduate Training and Self-Study

Autor/inn/en	Starling, Natalie R.; Elias, Eric M.; Coleman, Mykelle S.
Titel	Further Exploration in the Specialization of School Psychology: Graduate Training and Self-Study
Quelle	In: Contemporary School Psychology, 26 (2022) 1, S.111-119 (9 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Starling, Natalie R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-020-00325-6
Schlagwörter	Specialization; School Psychology; Graduate Study; Independent Study; School Psychologists; Professional Development + Suchen Sie Ihr Suchwort? Arbeitsteilige Spezialisierung; Schulpsychologie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Selbststudium; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule
Abstract	In our previous article, Concentrations in School Psychology: Can specialization empower the evolution of the profession? (Starling, Elias & Coleman 2019), we reflected on how school psychologists can effectively address and respond to the myriad needs of our nation's ever-changing schools. In this article, we revisit training, specifically in the areas of graduate programs and self-study. Further considerations are given to the ability and capacity for graduate programs to begin a process of establishing and maintaining a program that includes one or more specializations. We explore applicant backgrounds and admission processes, the development of curriculum, program formation, program approval, and ongoing program maintenance. We further examine self-study as an opportunity for school psychologists to further develop skills and expertise in a particular subject area that aligns with a specialization. While discussing each aspect, we also examine the possible challenges at the program, professional, and systems level. We conclude with recommendations for initial steps for programs and for individuals as well as innovative training practices that reach further to meet the skill needs in the potential areas of specialization. As a result, a preliminary blueprint is presented as a flowchart of steps and stages of the program innovation process. While our discussion will be grounded in supporting future training practices, we acknowledge that some of our hypotheses and suggestions could be strengthened through empirical study. To address this, we will also provide recommendations for future practice related to the evolution of specialization in school psychology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01