Leveraging School-University Partnerships to Train School Psychologists in Organizational Consultation for PBIS

Autor/inn/en	Whitcomb, Sara Anne; Fefer, Sarah; Hefter, Sheera; Santiago-Rosario, Maria
Titel	Leveraging School-University Partnerships to Train School Psychologists in Organizational Consultation for PBIS
Quelle	In: Journal of Educational and Psychological Consultation, 31 (2021) 1, S.110-127 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-4412
DOI	10.1080/10474412.2019.1705163
Schlagwörter	College School Cooperation; Partnerships in Education; Doctoral Programs; School Psychologists; Skill Development; Behavior Problems; Student Behavior; Positive Behavior Supports; Practicums; Teamwork; Professional Development; Seminars; Consultation Programs; Student Attitudes; Program Effectiveness; Graduate Students; Inservice Education; Technical Assistance; Massachusetts + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Doktorandenprogramm; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Kompetenzentwicklung; Qualifikationsentwicklung; Student behaviour; Schülerverhalten; Practicum; Praktikum; Praktika; Seminar; Fachberatung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Berufsbegleitende Ausbildung; Technische Hilfe; Master-Studiengang
Abstract	The purpose of this article is to describe an innovative training model for preservice doctoral-level school psychologists; a model focused on the development of organizational consultation skills and grounded in collaborative university-school partnerships. We describe how faculty have shaped the graduate training experiences for preservice school psychologists and have developed partnerships with public school districts to promote student behavioral health through professional development and consultation to educators faced with building a multi-tiered model of behavioral supports in their school. In partnership, we have researched the implementation of school-wide interventions. We provide descriptive data to demonstrate our recursive process for program improvement and the overall satisfaction of graduate students and over fifty school partners over a span of eight years. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01