abstracts

Year: 2024

Issue: Vol. 40 Issue. 3

Title: Addressing Workforce Capacity Issues: A Case Example of Massachusetts

Citation: Camacho, K.A., Gordon, K., Pannozzo, P., & Whitcomb, S. (2024) Addressing Workforce Capacity Issues: A Case Example of Massachusetts. School Psychology Training and Pedagogy, 40 (3), 1-11. 

Abstract: Faculty and graduate students from two university training programs in Massachusetts conducted this study to better understand the workforce capacity of their region of the state. Through our study, we found large discrepancies in the school psychologist to student ratio in Massachusetts. We also discovered that about one third of the school districts in our study had available school psychologist positions that could not be filled by a school psychologist due to a lack of school psychologists to take these positions. The reasons why school psychologists elect not to accept positions in some of these districts was explored. We conclude this paper with an exploration of what this

means for school psychology trainers and directions for future research.

Keywords: workforce capacity, shortages, school psychologist ratios, school psychologist positions, NASP Practice Model

Year: 2024

Issue: Vol. 40 Issue. 3

Title: A Comparison of School Psychology Training Programs’ Enrollment of Racially and Ethnically Minoritized Students by National Accreditation Status

Citation: Daly, B., Tanner, A. C., & Sanders, N. P. (2024) A Comparison of School Psychology Training Programs’ Enrollment of Racially and Ethnically Minoritized Students by National Accreditation Status. School Psychology Training and Pedagogy, 40 (3), 12-26. 

Abstract: Efforts to improve the diversification of school psychology through recruitment of students from underrepresented minority backgrounds has been a continually stated goal of the profession; however, research indicates that school psychology training programs primarily rely upon passive recruitment strategies to increase their minoritized student enrollment. Training program accreditation bodies have responded to this need by requiring school psychology programs to engage in systematic efforts to recruit minoritized students, but there is little research that measures the effectiveness of these requirements. The present study reports an analysis of publicly available data from the National Association of School Psychologist’s School Psychology Program Database Survey (NASP, n.d.-a), which included responses from a total of 192 school psychology training programs. Results of the analyses revealed that APA accredited doctoral programs had a significantly lower percentage of enrolled students who were racially and ethnically minoritized in comparison to programs that are not accredited. Implications and recommendations for training programs’ efforts to diversify the school psychology profession are discussed in light of these results.

Keywords: school psychology, graduate training, diversification, accreditation

Year: 2024

Issue: Vol. 40 Issue. 3

Title: Aspects of TBI Content Knowledge Inclusion in School Psychology Training Programs

Citation: Dennis, A. M., & Jantz, P. B. (2024) Aspects of TBI Content Knowledge Inclusion in School Psychology Training Programs. School Psychology Training and Pedagogy, 40 (3), 27-44. 

Abstract: In the past 24 years, two published studies have explored traumatic brain injury (TBI) content knowledge inclusion in school psychology graduate training programs. The current study provides an updated overview of TBI content knowledge instruction in 45 school psychology graduate training programs including what topics are being taught and which are being emphasized. This study also examines time dedicated to instruction, instruction delivery format, how student TBI knowledge is assessed, and program plans to increase instruction of TBI knowledge. Feedback from programs regarding what trainers can do to increase feelings of TBI competency in early-career school psychologists is provided. A sample of 45 master’s, specialist’s, doctoral, or combined degree school psychology graduate training program coordinators/directors were surveyed using a revised version of a piloted, researcher-developed survey. Findings from the current study are consistent with previous findings, and suggest that overall, TBI instructional opportunities provided by school psychology training programs have not changed over time and could be significantly improved and expanded. Implications for school psychology training programs and future directions for research are presented.

Keywords: traumatic brain injury, brain injury, concussion, school psychology graduate training, special education

Year: 2024

Issue: Vol. 40 Issue. 3

Title: Investigating a Model for Teaching Cognitive Assessment: Using GoReact as a Feedback Tool

Citation: Gagnon, S. G, Yarbrough, J. L., Hall, H. W., Black, H., Hendricks, C., & Wingfield, L. (2024) Investigating a Model for Teaching Cognitive Assessment: Using GoReact as a Feedback Tool. School Psychology Training and Pedagogy, 40 (3), 45-59. 

Abstract: Psychological assessment is fundamental to school psychology practice. Research findings consistently document the incidence of examiner errors in standardized test administration and scoring made by graduate students in training, and in response, researchers have called for examinations of instructional methods and modifications to training procedures to ameliorate such errors. Research into effective training models is far less prevalent than studies of examiner errors, and trainers who wish to take a best-practice approach to teaching assessment courses face sparse and divergent literature on evidence-based teaching methodologies. There is some support for models that incorporate a sequential, incremental process of increasing expectations with practice and feedback. This paper describes a 2-course sequence grounded in such a model and incorporates ongoing feedback, formative assessment, and technology. Using a case study approach, the potential benefits of GoReact, a web-based video feedback program, in increasing students’ ability to identify administration and scoring errors in video administrations of the Wechsler Intelligence Scales for Children, Fifth Edition, are presented. A small-scaled examination of students’ self-identifed administration and scoring errors found that those who used GoReact identified more errors in their video administrations

than those who used a previous method that included Google Drive and Docs, suggesting GoReact may be a beneficial tool for assessment courses. A major aim of this case study is to present a training model that may serve as an exemplar of evidence-based instruction that may be useful for other trainers.

Keywords: teaching psychoeducational assessment, cognitive assessment, school psychology, graduate training, examiner errors, GoReact

Year: 2024

Issue: Vol. 40 Issue. 3

Title: Developing High Quality, Online Training Programs to Meet the Critical Shortage: Outcomes, Challenges, and Opportunities

Citation: Proctor, B. E., & Lawlar, J. M. (2024) Developing High Quality, Online Training Programs to Meet the Critical Shortage: Outcomes, Challenges, and Opportunities. School Psychology Training and Pedagogy, 40 (3), 60-74. 

Abstract: This descriptive study reviews the current research on the viability of online school psychology training programs and presents applicant and outcome data from one university. The school psychology program at Eastern Washington University is an online training program accredited by the National Association of Schools Psychologists (NASP). The program has three tracks: hybrid, 2-year online, and 3-year online. All courses (100%) in all tracks are delivered online; tracks are differentiated by applicants’ level of education and professional experience. In the previous two years, EWU received 285 applications with an acceptance rate of 31.9%. All admitted students in the 2- and 3-year tracks have at least three years of full-time teaching experience or fve years of professional experience in a related feld; hybrid track students are (on average) younger and have less professional experience. Racial/ethnic minority representation (range of 16% - 39%) is similar to the national average. Approximately half of admitted students are frst generation college students. A review of outcome data from 61 program graduates demonstrates a 100% passing rate on the Praxis and high (92%-100%) feld supervisor ratings across the 10 domains of practice. Ninety-eight percent of recent graduates are currently employed as school psychologists. Results support the use of high-quality online programs to address the critical shortage of school psychologists.

Keywords: school psychology, online programs, critical shortage, distance learning

Year: 2024

Issue: Vol. 40 Issue. 2

Title: Towards an Inclusive Research Laboratory Climate in School Psychology Graduate Programs

Citation: Martone, L. E., King, H. C., Fischer, A. J., & Cornejo, P. A. (2024) Towards an Inclusive Research Laboratory Climate in School Psychology Graduate Programs. School Psychology Training and Pedagogy, 40 (2), 1-21. 

Abstract: School psychology research laboratories (i.e., laboratories housed within school psychology graduate training programs) function much like organizations–multiple people work together toward a common goal. As with other organizations, organizational climate has the potential to moderate the effectiveness, productivity, and inclusivity of school psychology laboratories. Given the multifaceted and socially important objectives of school psychology laboratories, graduate educators and/or students who run these laboratories should be aware of climate-moderating factors. Drawing from the organizational behavior management (OBM) literature, this paper describes recommendations for how to develop a laboratory climate aligned with NASP’s professional standards for graduate education and mission for social justice and inclusivity. Taken together, NASP’s standards and the empirically-grounded strategies of OBM allow school psychology graduate educators to build supportive and inclusive laboratory climates that are conducive to inclusion, student well-being, productivity, and laboratory sustainability.

Keywords: organizational climate, graduate education, laboratories

Year: 2024

Issue: Vol. 40 Issue. 2

Title: Administration and Scoring Errors Made by Graduate Students on the DAS-II

Citation: Oak, E., Viezel, K., Dumont, R., & Willis, J. O. (2024) Administration and Scoring Errors Made by Graduate Students on the DAS-II. School Psychology Training and Pedagogy, 40 (2), 22-43. 

Abstract: The study of errors on cognitive assessments committed by both students and practitioners continues to be an area of interest to the field today to promote best practices, ensure accurate results, and in inform graduate programs in how to reduce common errors. The literature overwhelmingly supports the notion that students and practitioners make errors on cognitive assessments, regardless of assessment type or experience in the field. No previous studies have examined the errors committed by graduate students on the Differential Ability Scales – Second Edition (DAS-II). 257 protocols completed by graduate students were examined, and it was found that protocols contained between 0 and 15 errors, with 75% of the protocols having between 0 and 5 errors. 89% of protocols examined had at least one error. The subtests Pattern Construction and Recall of Sequential Order appeared especially problematic, with around 50% of the protocols displaying errors. Of the top ten most common errors, six of the errors occurred in subtests of memory span and working memory. Interestingly, when compared to studies of other cognitive assessments, the DAS-II had comparatively fewer issues with students recording responses verbatim. The results of this study strongly suggest that graduate programs training students on cognitive assessment provide substantial feedback and additional training on more complex and potentially problematic subtests. With Pearson’s recent release announcement of the DAS-II NU for May 2023, the study of errors on this assessment continues to be important for students and practitioners. 

Keywords: DAS, differential ability scales, errors, assessment, training

Year: 2024

Issue: Vol. 40 Issue. 2

Title: School-Based Consultation Training During the COVID-19 Pandemic

Citation: Kaiser, L. T., Villareal, J. N., Barrett, C. A., Newman, D. S., McIntire, H., & Gerrard, M. K. (2024) School-Based Consultation Training During the COVID-19 Pandemic. School Psychology Training and Pedagogy, 40 (2), 44-53. 

Abstract: School-based consultation is critical for student-, teacher-, and systems-level change, yet few studies describe the process by which preservice school psychologists are trained to engage in consultation. With the numerous educational challenges posed by the COVID-19 pandemic, graduate trainers were faced with preparing students for the consultant role with limited in-person instruction and potential field placement barriers. The current study describes consultation training during the 2020-2021 school year from the perspective of 63 school psychology graduate students in their first consultation course. Results suggested that nearly half of participants engaged in teleconsultation, and that 41.3% of participants were engaged in in-person consultation in schools during their training. Trainees indicated having access to several supervision strategies with more frequency than described in prior research. We considered these results in the context of prior research, described implications for consultation training during the pandemic, and considered directions for post-pandemic consultation training and research. 

Keywords: school consultation; school psychology training; supervision

Year: 2024

Issue: Vol. 40 Issue. 2

Title: Suicide & Crisis-Related Coursework: Potential Training Gaps in School Psychology Graduate Programs

Citation: Anderson, J. R., Coburn, A. M., King, B. L., Stone, K. C., Kaiser, E. R., … & Reinbergs, E. J. (2024) Suicide & Crisis-Related Coursework: Potential Training Gaps in School Psychology Graduate Programs. School Psychology Training and Pedagogy, 40 (2), 54-62. 

Abstract: School psychologists are expected to have knowledge about school-based crisis response strategies at both the systems and individual levels, yet it is unknown whether and to what extent school psychology graduate training programs incorporate crisis-related content into their curricula. The current study systematically reviewed the online materials of school psychology graduate programs in the United States to examine the extent to which school psychology training programs currently incorporate crisis-related coursework, and to compare training across degree levels, geographic regions, and accreditation status. The findings highlight the gap between the potential for exposure to crises and a lack of training in school psychology programs, with fewer than half mentioning coursework related to crisis, trauma, suicide, or high-risk behavior. Recommendations include the need for increased instruction in evidence-based crisis intervention in school psychology graduate programs and making clear in program materials that students are trained in this area.

Keywords: crisis, prevention, suicide, trauma, training

Year: 2024

Issue: Vol. 40 Issue. 2

Title: School Psychology Program Characteristics, Student Race, and Gender

Citation: King, B. L., Michelsonn, L. R., Hulac, D. M., Aspiranti, K. B., Odiorne, S. C., & Boetel, A. (2024) School Psychology Program Characteristics, Student Race, and Gender. School Psychology Training and Pedagogy, 40 (2), 63-77. 

Abstract: For decades, school psychology professionals and students have primarily been White women. This disproportionality may result in the needs of BIPOC students being overlooked and under-represented within school settings. While the reasons for this disproportional representation are varied, one of the most important places to understand this difference involves the training programs for school psychologists. All school psychology training programs take place within institutions of higher education that are authorized to bestow graduate degrees. Yet, these institutions may be different from one another. Before understanding the reasons for the racial and gender disproportionality within the field, it is worth investigating some of the variables that differentiate universities. Three such designating variables include the region of the United States, the university’s Carnegie classification, and whether the university is public or private. In this study, the researchers investigated how these three variables related to a university’s contribution to the diversity of the field; more specifically, the enrollment rates of school psychology graduate students based on race and gender. 

Keywords: diversity, school psychology, graduate students, training programs

Year: 2023

Issue: Vol. 40 Issue. 1

Title: Value in Connecting, Discovering, and Navigating Professional Networks and Associations

Citation: Stratton, K. (2023) Value in Connecting, Discovering, and Navigating Professional Networks and Associations. School Psychology Training and Pedagogy, 40 (1), 1-7. 

Abstract: In academia, early career faculty must take specific action to engage in behaviors that will promote their research, teaching, and service toward tenure and promotion. One of the most beneficial strategic goals for any early career faculty is to build their social network and to become professionally involved in the field. The how, why, and where to connect for early career academics in school psychology will be discussed. 

Keywords:  professional associations, networking, academic engagement

Year: 2023

Issue: Vol. 40 Issue. 1

Title: Collaborative Relationships Between University Educators and Field-based Practitioners as the Key to Demystifying and Revitalizing Both Graduate Training and Service Delivery

Citation: Simon, D. J., Prus, J. S., & Swerdlik, M. E. (2023) Collaborative Relationships Between University Educators and Field-based Practitioners as the Key to Demystifying and Revitalizing Both Graduate Training and Service Delivery. School Psychology Training and Pedagogy, 40 (1), 8-22. 

Abstract: School psychology has experienced significant research-to-practice and training-to-practice gaps. Despite recommendations by professional organizations and legal requirements, the adoption of Evidence-Based Practices (EBP) remains low, reflecting both gaps. These two gaps impact all domains of practice included in the NASP Standards (NASP, 2020). Misperceptions by both university faculty and school-based practitioners (including hidden norms in both academia and school-based practice) lead to systemic barriers that contribute to these gaps and interfere with opportunities for university educators and school district psychologists to effectively collaborate to implement best practices in both training and service delivery. Expanded structured collaborative relationships can reduce both gaps and in turn revitalize and improve school psychology graduate programs. This paper highlights key collaborative activities that have mutual benefits for field sites/supervisors and university training programs/faculty and can overcome barriers to implementation of evidence-based practices benefitting the students, families, and educators they serve.

Keywords: school psychology field training, research-to-practice gap, training-to-practice gap, Developmental Ecological-Problem Solving Supervision Model (DEP)

Year: 2023

Issue: Vol. 40 Issue. 1

Title: The ABCs of School Psychology Program Accreditation

Citation: Harris, A. M., Terrell, H. M., Valley-Gray, S., & Fenning, P. A. (2023) The ABCs of School Psychology Program Accreditation. School Psychology Training and Pedagogy, 40 (1), 23-47. 

Abstract: Learning about and navigating the accreditation process for school psychology programs often falls on early career faculty. Although two recent special issues of School Psychology Training and Pedagogy focused on specific aspects of school psychology program accreditation, the purpose of this article is to take a step back and provide guidance to early career trainers in understanding and being alert to the hidden norms frequently embedded in the accreditation process. We make no assumptions about the reader’s prior knowledge of accreditation. Our goal is to provide a simplified framework for early career trainers who may be less familiar with the acronyms and nuances in terminology. First, we identify key stakeholders and describe the role they each play in the accreditation of specialist and doctoral programs in school psychology. Next, we briefly describe the processes and identify potential efficiencies in data gathering and monitoring. Finally, we provide strategies, tools, resources, and professional development opportunities for trainers to successfully navigate a process that can be daunting, particularly without a clear set of steps to follow.

Keywords: school psychology program accreditation and approval, early career faculty, school psychology graduate training, school psychology professional issues

Year: 2023

Issue: Vol. 40 Issue. 1

Title: Unanticipated Effects of a Pandemic: Changes in Beliefs About Distance Education in School Psychology

Citation: Krach, S. K., Dixon, R. J., Bloomfield, B. S., & Fischer, A. J. (2023) Unanticipated Effects of a Pandemic: Changes in Beliefs About Distance Education in School Psychology. School Psychology Training and Pedagogy, 40 (1), 48-61. 

Abstract: In 2018, school psychology faculty were surveyed about their beliefs regarding the use of online / distance education (DE) methods. Soon after, most school psychology programs closed for in-person instruction due to the COVID-19 pandemic, and faculty were compelled to teach all courses using mostly DE methods. A follow-up survey was conducted in 2021 coinciding with the “post pandemic” reopening. At both points in time, respondents were asked to rate their perceptions of the resistance of program faculty to content-based and skills-based DE. In both 2018 and 2021, the use of DE methods in content-based courses was viewed more favorably than their use in skills-based courses. Overall, blended/hybrid methods tended to be viewed as more effective than fully online methods, but faculty effectiveness ratings of blended/hybrid methods were viewed as less effective for both skills-based and knowledge-based content in 2021 relative to 2018. 

Keywords: COVID-19, pandemic, distance education, school psychology

Year: 2023

Issue: Vol. 40 Issue. 1

Title: Thriving as Mid-career Faculty: Enhancing Professional and Personal Engagement and Satisfaction

Citation: Harris, B., Jenkins, L., & Fallon, L. (2023) Thriving as Mid-career Faculty: Enhancing Professional and Personal Engagement and Satisfaction. School Psychology Training and Pedagogy, 40 (1), 62-71. 

Abstract: School psychology faculty experience numerous challenges that may contribute to burnout, isolation, disengagement with the field, and ultimately leaving academia (Floyd & Ekert, 2021). Given the influences of the prolonged pandemic, reduced and pivoting career expectations, and social isolation, faculty have more opportunities for career dissatisfaction. These challenges occur at all points of the academic career, however, mid-career faculty report being the least satisfied group in academia (Baker, 2022). Their lack of satisfaction is, in part, due to poorly defined promotion expectations and confusion about structuring and achieving career milestones post-tenure. There is a growing literature suggesting that mid-career faculty experience burnout, disengagement, and stalled career progression (or what may be referred to as the “mid-career slump”; Baker, 2022). Rather than characterizing these challenges as faculty deficits, in this article, our intent is to demystify academia by casting light on the hidden norms that create roadblocks to faculty progression and satisfaction as well as highlight opportunities for mid-career faculty to thrive.

Keywords: academia, mid-career, mentorship, faculty development

Year: 2023

Issue: Vol. 40 Issue. 1

Title: The Aspiring Professor: A Crafting Framework to Promote Joy and Self-Expression in the Academy

Citation: Talapatra, D., Hazel, C. E., & McCreadie, K. (2023) The Aspiring Professor: A Crafting Framework to Promote Joy and Self-Expression in the Academy. School Psychology Training and Pedagogy, 40 (1), 72-87. 

Abstract: A culture of striving for more publications, more teaching, and more service exists in academia. Increasing administrative work, emerging neoliberal student-as-customer models, unrealistic research expectations, and eroding work-life boundaries have resulted in the “Great Disengagement” for many faculty. The recent shifts in socio-cultural factors (e.g., COVID-19 pandemic, the racial awakening) have also further exacerbated stressful work conditions. All of this has led to burn-out for many. This paper proposes a framework employing tenets of job-crafting, personal planning, and faculty development to guide school psychology faculty in creating a career that is meaningful and sustainable: the FAQS Guide. We delve into the stress and stressors in academia and the complexities of burn-out. We posit that aspiring, instead of striving, can promote successfully meeting external demands, while prioritizing work that brings joy and self expression. 

Keywords: job-crafting, faculty development, professional planning, burn-out

Year: 2023

Issue: Vol. 39 Issue. 3,4

Title: Truth Seeking, Truth Telling, and Deep Listening: Disrupting Colonialism with Indigenous-Centered Frameworks in School Psychology Preparation

Citation: Leigh-Osroosh, K. T., Robinson-Zañartu, C., Kinlicheene, B., & Koss, M. (2023) Truth Seeking, Truth Telling, and Deep Listening: Disrupting Colonialism with Indigenous-Centered Frameworks in School Psychology Preparation. School Psychology Training and Pedagogy, 39 (3-4), 1-17. 

Abstract: Indigenous students face the continued presence of colonialist education which acts to disconnect, silence, and disrupt the strengthening of identity and cultural sovereignty. This article proposes a collaborative Indigenous-centered framework to prepare school psychologists to support the development of Indigenous students and address impacts of intergenerational trauma. Specifically, it argues that Indigenous-centered frameworks in school psychology training should include four critical domains: transformative learning, survivance, transformational resistance, and giving back to Indigenous communities. When that occurs, it positively impacts recruitment, retention, and graduation rates. The Native and Indigenous Scholars Project (NAISP) is analyzed as an example of how an interprofessional project (with school counseling) can be used to augment graduate training in school psychology using Indigenous-centered frameworks to facilitate critical conscious raising, evolution of identity, and advocacy via integration of Indigenous knowledge systems in evidence-based interventions, resilience strategies, and survivance while contributing to Tribal communities. Implications for school psychology training programs will be described.

Keywords:  indigenous-centered frameworks, interdisciplinary collaboration, school psychology preparation, indigenous students, tribal service-learning

Year: 2023

Issue: Vol. 39 Issue. 3,4

Title: Intentional Training Approaches to Rupture the Carceral Continuum

Citation: Cullen, E., & Raines, T. C. (2023) Intentional Training Approaches to Rupture the Carceral Continuum. School Psychology Training and Pedagogy, 39 (3-4), 18-26. 

Abstract: School psychology training programs are in the nascent stages of preparing trainees who disrupt and dismantle systems of oppression. Systemic failures related to school-based pathways to juvenile justice and criminalization are ripe to be ruptured as a part of this shift in training and practice. The movement to prepare trainees who understand their bias and promote educational equity for youth at highest risk for criminalization is growing but intentional curricular changes and strategies are still lacking. More importantly, youth more deeply involved in the carceral continuum, many of them with disabilities, are often forgotten in this conversation. Training programs must be intentional in preparing trainees to intervene and stop the flow of youth, along the carceral continuum at all stages, rather than only focusing on preventative strategies overlooking the intervention needs of incarcerated youth. This includes preparing future school psychologists with the tools to be meaningful partners in penal education systems, highlighting the importance of effective interagency collaboration and consultation, and understanding the nuances of reentry and reintegration. This paper reviews available literature on educational supports for incarcerated youth and highlights alignment with school psychology training goals. We also offer suggestions for how training programs can integrate these recommendations into existing curriculum to prepare school psychologists who support youth along the carceral continuum.Keywords: shortages, training in school psychology, recruitment, retention, diversity.

Keywords:  carceral continuum, school-based pathways to prison, interagency collaboration

Year: 2023

Issue: Vol. 39 Issue. 3,4

Title: An Exploratory Examination of School Psychology Recruitment Practices among BIPOC and White Students within Introductory Psychology Courses

Citation: Gubi, A. A., Bocanegra, J. O., Dobbins, A., Mims, A., & Reminick, D. (2023) An Exploratory Examination of School Psychology Recruitment Practices among BIPOC and White Students within Introductory Psychology Courses. School Psychology Training and Pedagogy, 39 (3-4), 27-37. 

Abstract: There has been a noticeable shortage of personnel in school psychology, particularly with regards to students from black and indigenous backgrounds, and among people of color (BIPOC). Many contend that this may be due to a lack of inclusion of the profession within undergraduate psychology curricula, as most school psychology faculty and trainers do not teach at this level. Increasing general knowledge of and exposure to school psychology at the undergraduate level should increase the applicant pool for graduate training programs and alleviate the shortages challenge. The current study examines 55 undergraduate students using measures of knowledge, exposure, self-efficacy, outcome-expectation, interest, and choice-intentions both at the beginning and end of their Introductory Psychology course, to see if there were any significant changes noted within these areas. Results showed that students did not display any significant changes across all scales except for interest, which showed a significant decrease from pre- to post-course. Upon examination, no differences were found between BIPOC and White students. Findings suggest that concerted efforts should be made in exposing undergraduate students to the profession using various methods, such as increasing coverage of school psychology within undergraduate textbooks and creating school psychology courses or materials to increase the intention of students to enter the profession, particularly among BIPOC students.

Keywords:  minority recruitment; school psychology; undergraduate students; social cognitive career theory

Year: 2023

Issue: Vol. 39 Issue. 3,4

Title: Is School Psychology Training and Continuing Professional Development Sufficient to Support Specific Learning Disability Identification in Urban Schools?

Citation: Murphy, J. L., Muttillo, A., & Banks, T. I. (2023) Is School Psychology Training and Continuing Professional Development Sufficient to Support Specific Learning Disability Identification in Urban Schools?. School Psychology Training and Pedagogy, 39 (3-4), 38-53. 

Abstract: This case study investigated urban school psychologists’ experiences with graduate-level training and continuing professional development (CPD) experiences and how training impacts how urban school psychologists make sense of the specific learning disabilities (SLD) identification process. While school psychologists receive extensive training, this study found graduate-level training and CPD opportunities do not provide sufficient theoretical and practical learning opportunities for school psychologists to make sense of the SLD identification process. Seven school psychologists from six urban districts participated in this study and completed a brief demographic questionnaire and two semi-structured interviews. Data analysis revealed themes regarding knowledge and experiences that participants obtained through graduate-level training and CPD that they use during the SLD identification process as well as challenges related to their training and CPD engagement. These findings highlight the need for changes to graduate-level school psychology training programs, individual school psychology courses, and available CPD opportunities to improve the quality of available training related to special education law, SLD identification, multicultural competence, and practical experiences.

Keywords:  school psychology training, school psychology professional development, urban education, specific learning disability, special education

Year: 2023

Issue: Vol. 39 Issue. 3,4

Title: Preparing Preservice School Psychologists to Deliver Behavior Specific Praise through a Tiered Training Framework

Citation: DeFouw, E. R., LaBrot, Z. C., & Eldridge, M. (2023) Preparing Preservice School Psychologists to Deliver Behavior Specific Praise through a Tiered Training Framework. School Psychology Training and Pedagogy, 39 (3-4), 54-65. 

Abstract: School psychologists are often in the role to train and support educators to implement evidence-based behavior management techniques with children. Previous research provides support for tiered training for general education teachers’ implementation of class-wide interventions. However, this framework has not been applied to implementers beyond teachers, particularly to those who are learning to train and consult with teachers (e.g., preservice school psychologists). The current study used a concurrent multiple baseline design to evaluate the effectiveness of a tiered training framework on preservice school psychologists’ rates of behavior specific praise (BSP) during academic assessment and intervention clinic sessions. Results indicated an increase in BSP during Tier 2 and maintenance of BSP with the removal of supports for two preservice school psychologists, while the third preservice school psychologist required more intensive implementation supports to increase rates of BSP. Implications for trainers of school psychology regarding implementing a tiered training framework for preservice school psychologists in the context of supervision are discussed.

Keywords:  tiered training, preservice school psychologists, behavior management

Year: 2023

Issue: Vol. 39 Issue. 3,4

Title: A National Survey of Peer Supervision Practices in School Psychology Training Programs

Citation: Blair, S. A., Kelly, K. K., Moore, E. C., & Glad, B. (2023) A National Survey of Peer Supervision Practices in School Psychology Training Programs. School Psychology Training and Pedagogy, 39 (3-4), 66-79. 

Abstract: Supervision is an essential skill for school psychologists, yet little is known about training graduate students to supervise others. One method to promote this skill is peer supervision, where trainees supervise each other while supervised by a licensed provider. This paper presents the results from a national survey of school psychology faculty examining the use of peer supervision within training. Findings suggest that about 66% of surveyed school psychology graduate programs provide opportunities for peer supervision, with about 75% of those programs providing training in supervision practices and 65% of those faculty providing evaluative feedback to peer supervisors. Overall, the vast majority of respondents agreed upon the benefits of peer supervision to students’ training in supervision skills as well as the barriers related to implementing peer supervision. Implications of the results for school psychology trainers as well as future research directions are discussed.

Keywords:  peer supervision, clinical supervision, school psychology, graduate trainees, training and education

Year: 2023

Issue: Vol. 39 Issue. 3,4

Title: Shortages in School Psychology: A Survey of Graduate Educators on Training Issues

Citation: Bonis, S. O., Dixon, R. J., & Shanock, A. (2023) Shortages in School Psychology: A Survey of Graduate Educators on Training Issues. School Psychology Training and Pedagogy, 39 (3-4), 80-89. 

Abstract: School psychologists are necessary to meet the behavioral, academic, and social-emotional needs of students, yet significant workforce shortages remain. School psychology graduate educators are one important group who can positively impact the shortages. In this study, the current issues and needs of graduate educators to address the shortage of school psychologists were identified. Participants responded to a 14-item survey that included items to categorize individual and program issues related to shortages, open-ended questions, and several program/participant demographic items. Findings suggest the three highest rated priority areas for graduate education are (1) recruiting diverse students, (2) retaining diverse students, and (3) providing financial support to students. Given a shortage of school psychology faculty and to ensure graduate faculty are well supported in the rest of their role and can devote time to addressing shortages, we also surveyed personal challenges within the trainer role. Graduate faculty identified teaching as a high priority issue to be addressed. The most frequently recommended solution to address shortages was the creation of alternative pathways into the field at both the master’s and doctoral level. Results highlight the well documented need to support faculty in efforts to diversify school psychology training programs, and ultimately the school psychology field. Implications for graduate educators are discussed.

Keywords:   shortages, training in school psychology, recruitment, retention, diversity

Year: 2022

Issue: Vol. 39 Issue. 2

Title: Liberatory Mentoring as an Inclusion Strategy for Racial and Ethnic Minoritized Students

Citation: Malone, C. M., & Harper E. A. (2022) Liberatory Mentoring as an Inclusion Strategy for Racial and Ethnic Minoritized Students. School Psychology Training and Pedagogy, 39 (2), 1-13. 

Abstract: Individuals from racial and ethnic minoritized (REM) groups have long been underrepresented in school psychology. While REM individuals comprise 23.6% of the United States population, REM representation in school psychology is only 12% (U.S. Census Bureau, 2019; Walcott & Hyson, 2015). Most efforts to diversify school psychology have focused on recruitment of REM individuals into graduate programs. However, less attention has been given to creating inclusive program environments to retain them in the profession (Malone & Ishmail, 2020; Proctor & Owens, 2019). Access to high-quality, liberatory mentoring is one possible way to support REM graduate students’ success and retention. There is a need for clear research-based guidance for mentoring REM school psychology students. Based on the relevant research and scholarship, this article presents recommendations for using multicultural, feminist, and ecological mentoring approaches to promote REM student inclusion and retention

Keywords:  mentoring, graduate students, inclusion, retention, racial/ethnic minoritized, school psychology

Year: 2022

Issue: Vol. 39 Issue. 2

Title: Uncovering Hidden Expectations and Knowledge in School Psychology Doctoral Admissions

Citation: Hart, M. J., Davis, A. L., Thompson, D. C., & Flitner, A. M. (2022) Uncovering Hidden Expectations and Knowledge in School Psychology Doctoral Admissions. School Psychology Training and Pedagogy, 39 (2), 14-28. 

Abstract: In recent years, school psychology practitioners and scholars have emphasized the importance of intentional efforts in graduate admissions, recruitment, and retention to support the field’s calls for diversity. Yet, there remain challenges and delays in translating these calls for more equitable access and entry to graduate programs into practice. In this article, the authors provide an overview of the complexities of current widespread inequitable patterns of representation in school psychology, while also describing one group’s efforts to combat a subset of these issues related to graduate admissions. We discuss the consequences and prevalence of hidden norms in graduate admissions. For example, diversity-related content on program websites is often viewed as a powerful recruitment strategy; however most program websites alone do not provide adequate information to guide prospective students through the application process. The lack of transparency (i.e., clear instructions or models) in navigating the graduate school application process negatively and disproportionately affects prospective applicants from historically minoritized backgrounds. We draw from current best practices in the field and describe the creation and dissemination of online application and program information materials aimed to support applicants to school psychology doctoral programs (e.g., an introductory guide to the field, application writing tips, a suggested application timeline). Also, we discuss how these student-led efforts were related to concurrent activities within our department. We then discuss the limitations of this work and highlight necessary future directions to advance the field, specifically as they relate to increasing diversity among students and faculty. Finally, we discuss implications and recommendations for school psychology training programs.

Keywords:  recruitment; graduate school; diversity; admissions; school psychology

Year: 2022

Issue: Vol. 39 Issue. 2

Title: Uncovering the Hidden Token Economy: Exploring the Challenges among School Psychology Junior Faculty of Color and Recommendations for Supporting Us

Citation: Thompson, M. E., & Brown, J. M. (2022) Uncovering the Hidden Token Economy: Exploring the Challenges among School Psychology Junior Faculty of Color and Recommendations for Supporting Us. School Psychology Training and Pedagogy, 39 (2), 29-44. 

Abstract: School psychology remains the least racially and ethnically diverse specialty of applied psychology (Curtis et al., 2012). There is a national shortage of school psychologists (NASP, 2017) and a shortage of trainers of school psychologists (Clopton & Haselhuhn, 2009). Amidst a renewed interest in social justice and racial awareness, there has been an increasing effort to decolonize school psychology curricula and promote antiracist pedagogy. Although the field of school psychology has responded actively to these issues by publishing a unified antiracism statement and a call to action (see NASP, 2020), the field still lacks ethnic and racial diversity among faculty, who are primarily responsible for training future school psychologists. While calls for increased diversity at this level are important, diversity without underlying systemic change may result in tokenism of faculty members (Niemann, 2016). Faculty of color (FOC) are thus at a particular risk for being tokenized due to their identity. This tokenism has the potential to affect junior, untenured FOC most acutely, who are already burdened with service responsibilities while preparing their research and teaching for tenure and promotion (Settles et al., 2019). Using an intersectionality framework, this article endeavors to synthesize research in three different areas :(1) tokenism, (2) university experiences of junior faculty of color, and (3) experiences related to training programs in school psychology. The authors make recommendations for the field of school psychology on how to support junior FOC and avoid tokenism of junior FOC, thus decreasing attrition of these faculty and promoting a climate in which more students of color are encouraged to become faculty.

Keywords:   faculty of color, junior faculty, tokenism, school psychology, tenure

Year: 2022

Issue: Vol. 39 Issue. 2

Title: Breaking Down the Hidden Norms of School Psychology Graduate Training Programs to Attract Nontraditional Students

Citation: Lemanski, M. R., Viola, S. B., & Hendricker, E. (2022) Breaking Down the Hidden Norms of School Psychology Graduate Training Programs to Attract Nontraditional Students. School Psychology Training and Pedagogy, 39 (2), 45-72. 

Abstract: It is crucial to the overall growth of school psychology that training programs recruit nontraditional and diverse students (Smith et al., 2016). The historical nature of traditional training programs has created a hidden norm within the field of school psychologists being predominantly White and female, with only minor improvement in recruiting and retaining those from diverse populations (NASP, 2021; Walcott & Hyson, 2018). Targeted recruitment of nontraditional students, particularly those from related fields, may reduce overall shortages, while simultaneously contributing to the diversity of the field. Survey results assessing current school professionals’ knowledge of school psychology, interest in obtaining training in school psychology, and qualities they consider when seeking out a school psychology training program are discussed. Results indicate that school employees feel they are knowledgeable about the profession of school psychology. Of the current school employees surveyed, 16% indicated an interest in pursuing a graduate degree in school psychology. Those interested in pursuing a school psychology degree indicated specific characteristics at the university and program level that would make it more likely for them to obtain graduate training in the field. Implications for programs seeking to recruit nontraditional school psychology students are discussed. 

Keywords:   nontraditional students, school employees, school psychology, training programs, recruitment

Year: 2022

Issue: Vol. 39 Issue. 2

Title: Embracing Our Diversity to Become a More Supportive Graduate Program

Citation: Guiney, M. C., & Zibulsky, J. (2022) Embracing Our Diversity to Become a More Supportive Graduate Program. School Psychology Training and Pedagogy, 39 (2), 73-93. 

Abstract: This article reviews how several years of self-reflection have informed development of a multi-tiered system of both universal and individualized supports designed to foster an inclusive graduate program culture and promote development of professional work characteristics for school psychologists in training at Fairleigh Dickinson University. Consistent with best practices for recruiting and retaining graduate students from minoritized backgrounds, we strive to foster mentorship connections within our student body that allow for both the development of knowledge and skills as well as opportunities to understand the hidden norms of our programs and our field, particularly as less experienced students navigate the process of socializing or acculturating to the profession of school psychology. Implications and recommendations for other school psychology graduate programs seeking to strengthen their student supports are considered.

Keywords:   multi-tiered systems, REM graduate students, recruitment and retention, mentorship

Year: 2022

Issue: Vol. 39 Issue. 2

Title: Work-Family Thriving for Academic Women in School Psychology

Citation: Segool, N. K., Nicklin, J. M., & Politikos, N. N. (2022) Work-Family Thriving for Academic Women in School Psychology. School Psychology Training and Pedagogy, 39 (2), 94-109. 

Abstract: This article reviews the empirical research on work-family conflict, emphasizing women in academia who often seek to balance multiple priorities, making choices between career advancement and family demands. It examines the current state of school psychology trainers in U.S. graduate training programs in relation to national employment and promotion trends and gender disproportionality. We propose that individualistic approaches to seeking balance by shifting thinking are insufficient for women academics in school psychology. Instead, we argue that systemic reforms are necessary to promote work-family thriving, which joins together the achievement of a fulfilling career and satisfying personal life through leveraging connections, resources, and an ability to exert control. Through supporting the psychological needs for competence, autonomy, and relatedness, as outlined by self-determination theory (Ryan & Deci, 2017), we argue that female academics in school psychology can thrive in their personal and professional lives. We conclude by providing recommendations for faculty, program directors, and systems advocacy to support work-family thriving by fostering our inherent and overlapping psychological needs for autonomy, competence, and relatedness at work and home.

Keywords:   work-family thriving, self-determination theory, academic women, school psychology

Year: 2022

Issue: Vol. 39 Issue. 2

Title: Navigating Academic Incentive Structures in Social Justice Research: Research Methods, Advocacy, and Theory Building

Citation: Coombs, N. N., Copeland, C., Brown, J. M., & Shaw, S. R. (2022) Navigating Academic Incentive Structures in Social Justice Research: Research Methods, Advocacy, and Theory Building. School Psychology Training and Pedagogy, 39 (2), 110-121. 

Abstract: As the field of school psychology works to reduce the impact of colonialism and eradicate racism, inequity, and oppressive systems in education, the foundation upon which these efforts are built is scholarship centered on the field and frameworks of social justice. A growing number of university-based scholars are using their work to further social justice, yet find that existing academic incentives present barriers to scholarship and methods commonly used in community centered research. If social justice constructs are to improve the quality and equity of school psychological practice, then rewards within the existing academic incentive structure must be attainable for social justice scholarship and scholars. To be clear, changing the entire system is the long-term goal. However, an in-depth analysis of how academic incentive structures serve as barriers to social justice research and its dissemination is an early step. Moreover, a strategic approach to designing research in the nascent subfield of social justice can allow for tangible professional success for social justice scholars. Although strategic approaches to research will not address all issues of academic inequity, this paper presents a framework for conducting social justice research, provides an illustration for the application of the framework, and describes how this framework assists in navigating academic incentives.

Keywords:   academic incentives, social justice, research methods, tenure, recruitment and retention, minoritized and marginalized academics

Year: 2022

Issue: Vol. 39 Issue. 1

Title: The Relationship Between Workplace Bullying and Job Satisfaction Among School Psychology Trainers

Citation: Crothers, L. M., Steeves, T., Drischler, B., Kolbert, J. B., Schmitt, A. J., Hughes, T. L., … & Bray, M. (2022) The Relationship Between Workplace Bullying and Job Satisfaction Among School Psychology Trainers. School Psychology Training and Pedagogy, 39 (1), 1-10. 

Abstract: Widely recognized by graduate educators is that faculty positions within school psychology programs routinely go unfilled each year. Examining the factors influencing the job satisfaction of school psychology trainers may inform how to attract and, just as importantly, retain individuals in such positions. In this exploratory study, we investigated the extent to which workplace bullying is related to the job satisfaction of school psychology faculty members. We surveyed school psychology trainers (N = 243) to assess the prevalence of being bullied at work and their job satisfaction. Results revealed that victimization through bullying accounted for 9% of the variance in faculty member job satisfaction. Of the subtypes of bullying studied, only verbal bullying significantly contributed to job satisfaction. In the discussion, we focus upon the implications of these findings for school psychology trainer shortages.

Keywords:  school psychology, job satisfaction, bullying, workplace bullying

Year: 2022

Issue: Vol. 39 Issue. 1

Title: Warning Signs for Hype in School-Based Assessment: Implications for Training and Pedagogy

Citation: Farmer, R. L., McGill, R. J., Lockwood, A., Dombrowski, S. C., Canivez, G. L., & Zaheer, I. (2022) Warning Signs for Hype in School-Based Assessment: Implications for Training and Pedagogy. School Psychology Training and Pedagogy, 39 (1), 11-24. 

Abstract:  This article addresses the use of hype in the promotion of clinical assessment practices and instrumentation. Particular focus is given to the role of school psychologists in evaluating the evidence associated with clinical assessment claims, the types of evidence necessary to support such claims, and the need to maintain a degree of “healthy self-doubt” about one’s own beliefs and preferred practices. Included is a discussion of topics that may facilitate developing and refining scientific thinking skills related to clinical assessment across common coursework, and how this framework fits with both the scientist-practitioner and clinical science perspectives for training.

Keywords:  assessment; hype; scientific thinking; epistemology; evidence

Year: 2022

Issue: Vol. 39 Issue. 1

Title: School Psychology Candidates’ Professional Dispositions and Work Characteristics: Establishing Content Validity for a Rating Scale

Citation: Hall, J. D., Medley, M. B., Johnson, K. N., & Wilkinson, W. W. (2022) School Psychology Candidates’ Professional Dispositions and Work Characteristics: Establishing Content Validity for a Rating Scale. School Psychology Training and Pedagogy, 39 (1), 25-36. 

Abstract:  The assessment of candidates’ professional dispositions and work characteristics has recently become an important requirement for advanced programs accredited by the Council for the Accreditation of Educator Preparation (CAEP) and is also necessary for program approval by the National Association of School Psychologists (NASP) which is a Specialized Professional Association (SPA) for CAEP. CAEP not only requires the assessment of professional dispositions for candidates but also calls for the measure to have established content validity and reliability. The authors address the establishment of content validity for a measure designed to assess school psychology candidates’ professional dispositions and work characteristics. Content validity was based on items from previously developed informal school psychology measures and by surveying school psychology program coordinators of NASP approved or accredited programs across the U.S. (N = 168). Program coordinators rated the importance of each item on the measure according to one of four responses (i.e., Not Relevant = 1, Somewhat Relevant = 2, Relevant = 3 , Very Relevant = 4). Data analysis consisting of a single series of single-sample Wilcoxon signed rank tests, p-values, and effect sizes with the initial 40- item measure consisting of nine professional dispositions and 31 professional work characteristics resulted in a revised 32-item measure composed of seven professional dispositions and 25 work characteristics. The revised rating scale is presented in addition to results of the analysis, discussion of limitations and future research, and implications for school psychology training programs.

Keywords:   accreditation, dispositions, work characteristics, content validity, measure, rating scale, school psychology candidates

Year: 2022

Issue: Vol. 39 Issue. 1

Title: Balancing Job Satisfaction Needs with Workplace Expectations: Implications for School Psychology Training

Citation: VanVoorhis, R. W., Miller, K. L., & Miller, S. M. (2022) Balancing Job Satisfaction Needs with Workplace Expectations: Implications for School Psychology Training. School Psychology Training and Pedagogy, 39 (1), 37-49. 

Abstract:   Authors report findings from a survey completed by 90 school psychology interns from a midwestern state about their perceptions and expectations related to employment in school psychology. Results include ratings and rankings of essential job satisfaction facets: interns reported opportunities to practice in an ethical manner, job security, and working conditions as the top three most important job satisfaction facets. Interns also reported salary, geographic preferences, role opportunities, and work hours/contract length as important job satisfaction considerations. Authors present four main recommendations for school psychology trainers and recommend for trainers to assist interns to critically examine their job satisfaction needs in the context of realistic workplace expectations. Authors argue that these objectives can be accomplished through more comprehensive training, challenges to unrealistic beliefs, advocacy efforts, individual supervision support, and broader clinical training opportunities.

Keywords:  school psychology, job satisfaction, school psychology training, work values, and workplace expectations

Year: 2021

Issue: Vol. 38 Issue. 4

Title: Student and Faculty Perspectives: Multicultural Training in School Psychology Programs

Citation: Mandracchia, N., Ramirez, A., Panameño, S. & Sims, W. (2021) Student and Faculty Perspectives: Multicultural Training in School Psychology Programs. School Psychology Training and Pedagogy, 38 (4), 1-13. 

Abstract: Although multicultural competence (MC) is a hallmark of psychological practice, education, and research, little is known about faculty and student perceptions regarding the MC preparation provided by their professional program. The purpose of this study was to investigate student and faculty perceptions about their programs’ academic preparation (e.g., coursework, fieldwork) for utilizing multicultural practices to work with diverse populations. Specifically, we analyzed the extent to which training in multicultural assessment, consultation, intervention, and skills to serve diverse populations were provided to students and faculty in school psychology programs across the United States. Results suggest that, overall, reported levels of training are low to medium. Also, there are significant differences between student (n = 100) and faculty (n = 26) perceptions of training to promote MC in school psychological service provision. These differences were found in every aspect of multicultural practice and skills measured by the survey. Implications and recommendations for training to promote MC are discussed.

Keywords: diversity, emergent bilinguals, program evaluation, training in school psychology

Year: 2021

Issue: Vol. 38 Issue. 4

Title: School Psychologists’ Perspectives and Experiences Regarding Learning to be Culturally Responsive

Citation: Parker, J. S., Castillo, J. M., Gills, P., & Troutman, A. (2021) School Psychologists’ Perspectives and Experiences Regarding Learning to be Culturally Responsive. School Psychology Training and Pedagogy, 38 (4), 14-31. 

Abstract:  School psychologists’ professional practice and graduate training standards clearly articulate the importance of culturally responsive service delivery. Nevertheless, limited contemporary empirical research has been published to illuminate how practicing school psychologists learned to provide culturally responsive services. We interviewed 15 practicing school psychologists to understand how they developed the capacity to provide culturally responsive school psychological services through pre-service and in-service learning experiences. The research team analyzed the interviews through a constructivist paradigm. Participants described personal and professional experiences that shaped their learning. Personal experiences included participants immersing themselves in another culture, encountering oppression as racially/ ethnically minoritized individuals, and operating as someone who naturally thinks in a culturally responsive way. Professional experiences included learning from graduate coursework and field-based training, as well as in-service learning such as attending professional conferences, conducting self-studies, and working in diverse school settings. Despite the value placed on various learning experiences, participants described challenges they encountered to learning. Specifically, participants highlighted limited coursework and exposure to diverse populations, limited knowledge regarding how to best serve students who identify with marginalized groups, and difficulty navigating race-related work encounters (including discussions about sociopolitical topics) as notable challenges. We discuss implications for future research regarding how to promote graduate and in-service training for school psychologists, in addition to implications for school psychology program structural changes. 

Keywords: culturally responsive service; learning; school psychology; training; practice

Year: 2021

Issue: Vol. 38 Issue. 4

Title: School Psychologists in Atypical Settings: Important Considerations and Implications for Practice and Training

Citation: Lampropoulou, A. (2021) School Psychologists in Atypical Settings: Important Considerations and Implications for Practice and Training. School Psychology Training and Pedagogy, 38 (4), 32-42. 

Abstract:  In the present paper, an effort is made to identify the basic fields in school psychology that contribute to the preparedness of school psychologists in order to function in atypical settings. To that end, a case study is presented that refers to a school psychologist’s efforts to provide services to a military academy, which is a non-traditional setting for providing school psychological services. The role of the setting’s culture in shaping the provided services, the process of the introduction to the academy, the desired and actual services provided as related to the comprehensive role of school psychologists, and the importance of multicultural/diversity understanding are discussed. Special emphasis is placed on helpful steps and strategies that can ease novice professionals’ entrance in working settings. Finally, suggestions are made regarding training, related mainly to the enrichment of the existing teaching methods, highlighting the importance of training in becoming competent school psychologists regardless of working settings. 

Keywords: school psychologist role, school psychology training, diversity, atypical settings

Year: 2021

Issue: Vol. 38 Issue. 4

Title: Effect Size Guidelines for School Psychology Candidates Training in Problem-Solving Single-Case Design

Citation: Powers, K., & Priede, A. (2021) Effect Size Guidelines for School Psychology Candidates Training in Problem-Solving Single-Case Design. School Psychology Training and Pedagogy, 38 (4), 43-53. 

Abstract: Some school psychology candidates are trained to track and report the impact of their services on K–12 student outcomes. One method for quantifying the effect of an intervention is the effect size. The standardized mean difference (SMD) and percent non overlapping data (PND) are two commonly used effect size measures in single-case design (SCD) interventions. School psychology candidates may apply problem solving in a quasi-experimental SCD to implement and measure the impact of an intervention. The purpose of the current study is to provide school psychology candidates with guidelines to evaluate what constitutes a small, medium, or large effect in SCD interventions when using SMD and PND, taking into consideration the target skills, settings, and length of interventions. Effect size guidelines for SMD and PND were computed based on data from 378 SCD interventions implemented by school psychology candidates. Findings suggest that for SCD interventions provided by school psychology candidates, SMDs of 0.75 or less may be considered small, SMDs around 1.5 medium, and SMDs of 2.4 or more would be large; PNDs over 70% suggest the intervention is effective. These guidelines can help school psychology candidates and faculty evaluate the impact of direct and indirect intervention-based services performed by school psychology candidates.

Keywords: effect size, problem-solving single-case design, interventions, school psychology training

Year: 2021

Issue: Vol. 38 Issue. 4

Title: Moving from Face-to-Face to Hybrid School Psychology Training: Impact on Student Enrollment, Demographics, and Outcomes

Citation: Erion, J., Snyder, E., & Ferraro, M. (2021) Moving from Face-to-Face to Hybrid School Psychology Training: Impact on Student Enrollment, Demographics, and Outcomes. School Psychology Training and Pedagogy, 38 (4), 54-66. 

Abstract: The field of school psychology suffers from a critical shortage of practitioners that shows no sign of lessening. The number of training programs and the number of graduates produced has changed little in recent years. A small but growing approach to address this shortage is increasing the number of candidates through distance education (DE). In this article, we briefly review current knowledge of DE in school psychology training then describe the transition of one school psychology program from a traditional model of weekly face-to-face meetings to a hybrid format employing monthly face-to-face meetings plus online instruction each semester prior to internship. Praxis II scores and final internship ratings remained stable across program delivery models. The number of candidates decreased significantly during a period of marked program cost increase and significantly improved during the period of hybrid programming. Much of this growth was for candidates living at a distance from campus. We discuss implications of moving to a hybrid model and directions for future research of DE in school psychology training.

Keywords: distance education, hybrid, candidate performance, and school psychology training

Year: 2021

Issue: Vol. 38 Issue. 4

Title: An Exploratory Study of Shortages in the Field of School Psychology

Citation: Deni, J., Power, E. M., Sams, A., Black, H., & Baker, E. R.  (2021) An Exploratory Study of Shortages in the Field of School Psychology. School Psychology Training and Pedagogy, 38 (4), 67-84. 

Abstract: The shortage of school psychologists in the United States (U.S.) is well documented; however, the causes of the shortage are not well understood. This study aims to address the reasons and factors leading the national shortage of school psychologists. Using an online survey system, researchers surveyed 1,029 school psychologists across the U.S. about the school psychology shortage and contributing factors. In addition to descriptive statistics, Pearson (r) correlation coefficients were used to assess correlations between 12 different variables. Findings indicate that participants are experiencing dissatisfaction with their workloads and salaries, leading to factors associated with burnout. The results of this study have a number of implications for university training programs. The study provides clear reasons for attraction to the field as well as the rewarding and challenging roles of school psychologists. And finally, respondents provide concrete recommendations regarding the ways in which to reduce the school psychology shortage. Keywords: distance education, hybrid, candidate performance, and school psychology training.

Keywords: school psychology shortage, school psychology burnout, school psychology job satisfaction

Year: 2021

Issue: Vol. 38 Issue. 3

Title: If You Build It, They Will Come: Creating Psychology Internships in Rural Communities

Citation: Hess, R. S., & Carrizales, K. (2021) If You Build It, They Will Come: Creating Psychology Internships in Rural Communities. School Psychology Training and Pedagogy, 38 (3), 1-11. 

Abstract: Opportunities for accredited doctoral level internship training in rural areas are limited in comparison to more urban settings. This imbalance is especially noted for those students who specialize in school psychology. This article describes the creation of a rural professional psychology internship consortium that emphasizes the recruitment and retention of interns who are dedicated to delivering mental health services to child/adolescent populations in rural settings. The rewards and challenges of supervision and sustainability are discussed.

Keywords: psychology internships, rural, supervision, technology

Year: 2021

Issue: Vol. 38 Issue. 3

Title: School Psychology Faculty Perceptions of Accreditation and the NASP Approval Process

Citation: Hulac, D. M., Odiorne, S., & Hughes, T. (2021) School Psychology Faculty Perceptions of Accreditation and the NASP Approval Process. School Psychology Training and Pedagogy, 38 (3), 12-20. 

Abstract: For all universities and educational institutions, an integral part of legitimizing the program is accreditation from a qualified accreditation body. However, as important as accreditation is, the process often requires a lot of work from the training director, and many hours of time must be allocated to complete it. As such, we have determined it is in the best interest of both the accrediting bodies and the university faculty to streamline the process and make it less cumbersome to complete, especially for the school psychology faculty. An e-mail containing a survey was sent to all members of TSP (n = 444) in January 2018 to establish their overall impression of the accreditation process. We found that many faculty believed the process to be essential, however burdensome it may have been. Despite the essential nature of the accreditation process, faculty felt there were several concerns that needed to be addressed, such as the length of time needed to complete the process, the amount of accrediting bodies that school psychology programs gather data for, and the fairness of the process. We outline those concerns and give our recommendations on how to address them in the hope that there will be a positive change in the way in which the accreditation process is approached by accreditors.

Keywords: accreditation, school psychology, training 

Year: 2021

Issue: Vol. 38 Issue. 3

Title: The Tension Between Accreditation and Quality of School Psychology Programs

Citation: Doll, B. (2021) The Tension Between Accreditation and Quality of School Psychology Programs. School Psychology Training and Pedagogy, 38 (3), 21-32. 

Abstract: School psychology faculty are very committed to the important role that accreditation plays in ensuring that post-secondary education in the United States is neither predatory nor shoddy. Nevertheless, school psychology programs routinely seek accreditation or approval from as many as five different agencies or governmental offices, each holding different standards for program approval. A danger of this alarming complexity is that the time required for accreditation could displace time that should be spent delivering high quality instruction in school psychological practices. This paper closes with recommendations for school psychology faculty who balance the demands of program accreditation with those of school psychological instruction, and with a call for the multiple accreditors of school psychology programs to move towards compatible accreditation practices.

Keywords: accreditation, competencies, outcomes, impacts, school psychology

Year: 2021

Issue: Vol. 38 Issue.2

Title: The Influence of the History of Accreditation/Approval in School Psychology on Graduate Education Today

Citation: Tysinger, P. D., Tysinger, J. A., & Diamanduros, T. D. (2021) The Influence of the History of Accreditation/Approval in School Psychology on Graduate Education Today. School Psychology Training and Pedagogy, 38 (2), 1-12. 

Abstract: The status of graduate education in school psychology today is shaped in large part by the regulatory processes developed to ensure its quality and protection of the public. The article will detail the history and current processes of accreditation/approval of school psychology training by the American Psychological Association (APA), the National Association of School Psychologists (NASP), and the International School Psychology Association (ISPA). In today’s landscape, the implications of the accreditation/approval processes before, during, and after school psychology graduate education are highlighted. Finally, potential future influences are explored.

Keywords: NASP approval; school psychology accreditation; school psychology history; history of accreditation

Year: 2021

Issue: Vol. 38 Issue.2

Title: Competency-Based Accreditation: The Process and Challenges of Transitioning to the Standards of Accreditation 

Citation: Henington, C. (2021) Competency-Based Accreditation: The Process and Challenges of Transitioning to the Standards of Accreditation. School Psychology Training and Pedagogy, 38 (2), 17-33. 

Abstract: The American Psychological Association (APA) began accrediting school psychology doctoral programs in 1970, whereas the National Association of School Psychologists (NASP) first approved school psychology programs in 1988. Both organizations identify the legitimacy of their approach to documenting program quality through submission of a review of their process to entities that accredit accreditors. In recent years there has been a movement toward ensuring the accountability of student learning outcomes. As a result, the new APA Standards of Accreditation (SoA) reflect a change in the accreditation process that has moved from the documentation of the program’s training practices -- where program quality was demonstrated through curricular offerings -- to the demonstration of competencies by graduate students. The change of focus has created confusion about the true priorities of accreditation and consternation for many program faculty about how to meet new goals. This article provides a brief overview of the accreditation process with clarification regarding the uniform expectations required for APA’s general category of Health Service Psychology (HSP), as well as issues and challenges for school psychology programs in meeting APA accreditation under the 2015 SoA. 

Keywords: accreditation, health service psychology competencies, psychology training

Year: 2021

Issue: Vol. 38 Issue.2

Title: State Approval of School Psychology Programs: Considerations within an Environment of Continuous External Review

Citation: Schmitt, A. J., Prus, J. S., & Swerdlik, M. E. (2021) State Approval of School Psychology Programs: Considerations within an Environment of Continuous External Review. School Psychology Training and Pedagogy, 38 (2), 34-44. 

Abstract:  School psychology programs engage in an almost continuous process of external program review. State program reviews are required in order to qualify graduates for state credentials to practice in schools. At the same time, national accreditation or approval, although voluntary and aspirational, is increasingly expected or even required by some states. University trainers of school psychologists often argue that state reviews, combined with reviews by such organizations as APA, NASP, and CAEP, result in duplication of effort and unnecessarily overlapping reports. This has resulted in some trainers questioning whether state program reviews are even necessary. In order to better understand these issues, this manuscript outlines the essential history of accreditation and the current state of program reviews in school psychology. The importance of state-level program reviews, and links among national accreditation, state approval, and state credentialing to practice school psychology are discussed. The paper concludes with advocacy considerations for school psychology faculty members to apply at the state-level, university-level, and program-level. It is argued that university trainers can actively influence program review procedures and guidelines (e.g., by advocating that states accept NASP-accreditation/ approval as evidence of program rigor) and adopt strategies to complete required reviews with greater efficiency. 

Keywords: state approval, program review, school psychology

Year: 2021

Issue: Vol. 38 Issue. 2

Title: The Significance of International Accreditation by the International Association of School Psychologists

Citation: Hass, M., & Kennedy, K. (2021) The Significance of International Accreditation by the International Association of School Psychologists. School Psychology Training and Pedagogy, 38 (2), 45-50. 

Abstract:  This article will discuss the potential benefits of international accreditation by the International Association of School Psychologists (ISPA). We will provide a short history of ISPA and ISPA’s accreditation process. We will illustrate the benefits of accreditation by ISPA by discussing the process and outcomes of an Educational Specialist Program, already approved by the National Association of School Psychologists (NASP), in seeking accreditation by ISPA. Lastly, we will discuss the possible implications of accreditation by ISPA for trainers and programs.  

Keywords: accreditation, international school psychology

Year: 2021

Issue: Vol. 38 Issue.1

Title: Social justice, Anti-Racism and School Psychology: Reconciling With our Past to Build an Equitable Future

Citation: Williams, S. A, Cooper, J. M., & Shriberg, D. (2021) Social Justice, Anti-Racism and School Psychology: Reconciling with Our Past to Build an Equitable Future. School Psychology Training and Pedagogy, 38 (1), 1-10. 

Abstract: This article introduces the second part of the special topic issue Training School Psychologists as Social Justice Change Agents: Current Practices and Future Directions, which consists of five conceptual articles and empirical studies related to social justice training issues in school psychology. First, we highlight several current events that have brought racial injustice and the acknowledgment of structural racism into the mainstream culture in the US over the course of the last several months. Next, we highlight how the field of school psychology has responded to these events, including increasing calls to action to embed social justice and anti-racism approaches within our training efforts, and the evolution necessary to embrace an anti-racist identity as a field. Third, we discuss salient aspects of each of the articles in order to emphasize the unique contributions made to the social justice and school psychology training literature. Finally, we discuss implications and future directions for training, practice and research with the goal of advancing empirically validated social justice and anti-racist practices within school psychology and education.

Keywords: social justice, Critical Race Theory, anti-racism, school psychology, graduate educators, training issue 

Year: 2021

Issue: Vol. 38 Issue.1 

Title: Shaping an Inclusive Higher Education Curriculum: Building Capacity for Transformational Change

Citation: Rinke, C. R., Williams, S. A., Conlin, V., & Coshal, S. (2021) Shaping an Inclusive Higher Education Curriculum: Building Capacity for Transformational Change. School Psychology Training and Pedagogy, 38 (1), 24-36. 

Abstract: This article examines the outcomes of a professional development model intended to strengthen faculty members’ cultural competence and skills for teaching about diversity and inclusion. Creating Inclusive Communities (CIC) was developed collaboratively by faculty from across social science disciplines based on a theoretical framework emphasizing learning principles, critical consciousness, and the ability of all people to increase cultural competence. This study examined the outcomes of the model on the official curriculum, as represented by a pre-post comparison of course syllabi. Mixed methods analyses were utilized and pointed to a strong selection bias for voluntary participation in the initiative as well as enhanced knowledge, explicitness, and skill in addressing diverse topics. Implications are included for Trainers of School Psychologists well as other higher education faculty interested in enhancing the official curriculum and building inclusive campus climates.

Keywords: social justice, Critical Race Theory, anti-racism, school psychology, graduate educators, training issues 

Year: 2021

Issue: Vol. 38 Issue. 1

Title: Social Justice Training in School Psychology through a University-School Service Learning Partnership.

Citation:  Castro-Villareal, F., Sullivan, J., & Villarreal, V. (2021). Social Justice Training in School Psychology through a University-School Service Learning Partnership. School Psychology Training and Pedagogy, 38 (1), 11 -23. 

Abstract: Though the ideals and goals of Social Justice reflect the essence of School Psychology’s commitment to equal access to education for all children, the means to achieve such goals can be difficult to put into practice. Thus, school psychology graduate educators have called for training models that demonstrate the promotion and application of social justice in action. This paper describes the development and implementation of a university-school partnership designed to promote and enact social justice processes and goals through a service-learning consultation experience. This service learning experience was a required field-based component of a consultation in the schools course and involved the provision of consultation activities and the application of social justice principles and goals in two urban schools. Graduate students provided two hours of weekly consultation and academic tutoring support during one school’s Extended Day after school program and a second school’s Power Hour academic intervention time. Sample course materials, consultation case study summaries, and graduate student reflections are provided to demonstrate the effectiveness of a service-learning requirement for developing consultation skills and cultivating a social justice framework. Implications for community, school psychology graduate students, and school psychology training and practice are provided.

Keywords social justice, service learning, consultation, cultural competency, school psychology training

Year: 2021

Issue: Vol. 38, Issue 1

Title: A Survey of School Psychologists’ Attitudes, Training, and Involvement in Discipline Policy and Practice: Implications for Supporting Equitable School Discipline

Citation: Mayworm, A. M., Sharkey, J. D., Hunnicutt, K., & Wroblewski, A. (2021). A Survey of School Psychologists’ Attitudes, Training, and Involvement in Discipline Policy and Practice: Implications for Supporting Equitable School Discipline. School Psychology Training and Pedagogy, 38 (1), 37- 53. 

Abstract: A growing body of literature continues to highlight the host of negative student outcomes associated with exclusionary discipline practices. Race and gender disparities in school discipline have been documented for several decades, with Black students, students with disabilities, Latinx students, American Indian students, males, and LGBT students being disproportionately affected. These disparities are a social justice issue; and the consistency of these findings has propelled discipline reform to occur at the federal, state and district levels with an emphasis on fostering a supportive and equitable school climate. Despite calls for more equitable school discipline practices, school psychologist training and desire to address these areas is understudied. For the current project, researchers surveyed practicing school psychologists in the state of California about their attitudes, training, and current and desired involvement in various discipline-related interventions and activities, as well as their perceptions about the use of different discipline approaches in the schools they serve. Results indicate that study participants are rarely involved in key components of discipline reform, though they express an interest in greater involvement. Those who received formal training in alternative discipline approaches such as Positive Behavior Interventions and Support, social-emotional learning, and restorative justice practices were more likely to engage in discipline-related work. Barriers, including a lack of administrator support and the burden of too many other responsibilities, limit their further involvement. Implications for school psychology training programs are discussed. 

Keywords:  social justice, school psychology training, school discipline, disproportionality, equity

Year: 2021

Issue: Vol. 38 Issue 1

Title: Advancing Social Justice for English Learners: Implications for School Psychology Training 

Citation: Li, C., Kruger, L., & Abdulkerim, N. (2021). Advancing Social Justice for English Learners: Implications for School Psychology Training. School Psychology Training and Pedagogy, 38 (1), 54 - 70. 

Abstract: The education of English learners (ELs) is one of the major social justice challenges confronting school psychologists and other school personnel at all levels of the United States’ public education system. ELs’ educational experience has been characterized by an absence of social justice and repeated academic failure. There is a severe shortage of educators and support personnel, including school psychologists, who have the linguistic and cultural competencies to serve ELs. School personnel are often inadequately prepared to work with ELs. This lack of training has serious implications for social justice because it puts ELs at risk for not receiving (a) an appropriate education, (b) a nondiscriminatory assessment, and (c) culturally and linguistically appropriate educational services. The authors recommend a multi-pronged approach to graduate education to address these shortcomings, including the infusion of cultural, linguistic and advocacy competencies in the curriculum and fieldwork.

Keywords: school psychologist training, English learners, social justice, multicultural, curriculum of school psychology programs

Year: 2021

Issue: Vol. 38 Issue 1

Title: The Effect of Program Mission on Students: Developing a Program Assessment System for Social Justice Training

Citation: Leverett, P. M., & Song, S. Y. (2021). The Effect of Program Mission on Students: Developing a Program Assessment System for Social Justice Training. School Psychology Training and Pedagogy, 38 (1), 71- 82. 

Abstract: The systematic assessment and evaluation of social justice goals in school psychology programs is critical for training programs to develop school psychologists who engage in social justice work. This study highlights one school psychology program’s development of an assessment system for social justice. Initial findings of a pilot study of the assessment tool suggest that students perceive that they are growing in social justice awareness and skills. Other programs in school psychology should find this study useful as a model when developing their own assessment system for enhancing social justice in the program.

Keywords: social justice training, assessment system, program improvement, preservice school psychologists

Year: 2020

Issue: Vol. 37 Issue 3

Title: Call for Action for Anti-Racism in School Psychology Training Programs

Citation: Williams, S., Stratton, K., Cooper, J., Fenning, P., & Valley-Gray, S. (2020). Call for Action for Anti-racism in School Psychology Training Programs [Position Statement]. School Psychology Training and Pedagogy, 37 (3). https://tsp.wildapricot.org/resources/Documents/SPTP%20Volume%2037%20Issue%202/TSP_Position_Statement_Call_for_Action_for_Anti_Racism_revision.pdf

Abstract: N/A

Keywords: N/A

Year: 2020

Issue: Vol. 37 Issue 3

Title: Trainers of School Psychologists (TSP) Actively Opposes Administration Orders to Curtail Diversity Training and Undermine Psychological Science

Citation: McKenney, E. Cooper, J., Fenning, P., Williams, S., Stratton, K., & Valley-Gray, S. (2020). Trainers of School Psychologists (TSP) Actively Opposes Administration Orders to Curtail Diversity Training and Undermine Psychological Science [Position Statement]. School Psychology Training and Pedagogy, 37 (3). https://tsp.wildapricot.org/resources/Documents/SPTP%20Volume%2037%20Issue%202/TSP_Position_Statement_TSP_Actively_Opposes_Administration_Orders.pdf 

Abstract: N/A

Keywords: N/A

Year: 2020 

Issue: Vol. 37 Issue 3

Title: Introducing School Psychology Training and Pedagogy: Creating a Foundation for Advancing Training and Expanding Our Reach

Citation: Talapatra, D., & Parris, L. (2021). Introducing School Psychology Training and Pedagogy: Creating a Foundation for Advancing Training and Expanding Our Reach. School Psychology Training and Pedagogy, 37 (3), 1-3. https://tsp.wildapricot.org/resources/Documents/SPTP%20Volume%2037%20Issue%202/Titles/Introducing_School_Psychology_Training_and_Pedagogy.pdf 

Abstract: As the new editorial team begins their term, the editors discuss their vision for the journal’s direction, including (1) Advance pedagogy and training through reflection and practice; (2) Encompass the varied levels, settings, and topics represented in school psychology graduate training; and, (3) Examine and respond to the sociocultural context in which training occurs. The team invites the readers to join in pursuit of these goals as authors, reviewers, and readers.

Keywords: school psychology pedagogy, graduate training, sociocultural responsiveness

Year: 2020

Issue: Vol. 37 Issue 3

Title: Preservice Training in Early Childhood Settings: Preparing School Psychologists to Provide Academic Intervention to Improve Early Literacy Skills

Citation: Albritton, K., & Cowan, R. J. (2020). Preservice Training in Early Childhood Settings: Preparing School Psychologists to Provide Academic Intervention to Improve Early Literacy Skills. School Psychology Training and Pedagogy, 37 (3), 1-3. 

Abstract: Much of the research examining preservice training has involved data-based decision making and accountability and consultation and collaboration in K-12 settings. While data-based decision making and accountability and consultation and collaboration are critical competency areas, school psychologists are also expected to be involved in the provision of interventions and instructional support to develop students’ academic skills. Given the significance of early academic intervention and the increasing number of children participating in early childhood programs, it is important that preservice school psychologists are provided with the skills needed to provide and collaborate in the provision of academic intervention and instructional support in early childhood settings. This study examined the implementation fidelity of a phonological awareness intervention implemented by preservice school psychology students. The study also examined the acceptability and effectiveness of the phonological awareness intervention. Results indicate that preservice school psychology students were able to implement the intervention with high levels of implementation fidelity and found the intervention to be highly acceptable. Preschool age students who participated in the intervention also demonstrated improved early literacy outcomes. Implications for training and future research in early childhood settings are discussed.

Keywords: preservice school psychology, early childhood, phonological awareness, intervention, multi-tiered systems of support

Year: 2020

Issue: Vol. 37 Issue 3

Title: School Psychology Training Program Capacity in the Pacific Northwest

Citation: Mars, H., Ruby, S. F., & Chaffin, J. L. (2020). School Psychology Training Program Capacity in the Pacific Northwest. School Psychology Training and Pedagogy, 37 (3), 20-28. 

Abstract: In order to better understand the shortage of school psychologists in the Pacific Northwest, the capacity of school psychology graduate training programs was examined through a survey of graduate training program directors and an analysis of the NASP Graduate Program database. Estimates of the number of graduate students produced per year, the number of applications programs receive, and the number of available slots in programs were made. In addition, plans for program expansion were explored. Programs in the Pacific Northwest appear to be filling their available slots in programs but may not be producing enough school psychologists to fill available vacancies and meet needs from attrition and retirement. Six of the nine programs responding indicated plans for program expansion. Suggestions for studying the school psychology shortage by state and region are offered.

Keywords: graduate training, school psychologist shortage

Year: 2020

Issue: Vol. 37 Issue 3

Title: Perceptions of the NASP-Program Approval Process by University Program Coordinators: An Exploratory Study

Citation: Deni, J., Power, E., & Smith, A. (2020). Perceptions of the NASP-Program Approval Process by University Program Coordinators: An Exploratory Study. School Psychology Training and Pedagogy, 37 (3), 29-37. 

Abstract: Accreditation has always been an important issue for school psychology training programs. Most university training programs are accredited and governed by the National Association of School Psychologists (NASP). Although there are many advantages of NASP approval and accreditation, there are also challenges. Within the current study, NASP accredited and non-accredited school psychology university program coordinators were surveyed in order to explore their perceptions about the NASP approval and accreditation process. Results yielded an overall fair perception of the NASP approval and accreditation process, including several advantages, such as recruitment for students and assistance with structuring the program. Nevertheless, some barriers were indicated with the approval and accreditation process, including time-consuming documentation and a gap between training and practice. Implication for training and limitations are also discussed.

Keywords: accreditation, school psychology training, National Association of School Psychologists, accrediting bodies, higher education accreditation 

Year: 2020

Issue: Vol 37 Issue 2

Title: Training School Psychologists as Social Justice Change Agents: Current Practices and Future Directions (Part 1)

Citation: Cooper, J. M., Williams, S. A., & Shriberg, D. (2021). Training School Psychologists as Social Justice Change Agents: Current Practices and Future Directions (Part 1). Trainers' Forum, 37 (2), 1-9. 

Abstract: N/A

Keywords: N/A

Year: 2020

Issue: Vol 37 Issue 2

Title: Exploring White Privilege Conceptions with White School Psychology Graduate Students

Citation: Broems, B. A., & Jackson, M. A. (2020). Exploring White Privilege Conceptions with White School Psychology Graduate Students. Trainers' Forum, 37 (2), 10-29. 

Abstract: In defining and evaluating social justice awareness, skills and advocacy, a critical element is examining White privilege. The purpose of this study was to explore conceptions of White privilege with White school psychology graduate students. Semi-structured interviews were conducted with 13 White school psychology graduate students. A phenomenological approach was used to uncover how individuals reflected on questions regarding White privilege. Analysis of 13 verbatim transcripts resulted in the extraction of 205 significant statements,15 themes, and 44 subthemes. A framework was derived to summarize how these participants conceptualized White privilege. The themes were: Defining White privilege; White privilege is freedom from thinking about race; White privilege related to government, law and policy; White privilege is greater unearned benefits; White privilege is having your society normed to your experiences; Learning about experiences of people of color helps one to understand their White privilege; Discussing or speaking up about White privilege is challenging; Discussing White privilege is easier with a non-judgmental White person; White privilege requires recognizing blind spots and bias; White privilege elicits emotions; White privilege requires taking action; Causes of White privilege; White privilege in the context of schools; White privilege in graduate school; and Aversive alternative views. Supporting quotes from the students interviewed were used to illustrate these themes. Trainers may draw on these examples that illustrate students’ range of feelings, challenges, and benefits in this development process of exploring White privilege relevant to effective practice. Implications and recommendations are highlighted for trainers of school psychologists.

Keywords: White privilege, school psychology training, White graduate students, racial justice awareness, social justice advocacy

Year: 2020

Issue: Vol 37 Issue 2

Title: Beyond Awareness, Knowledge, and Skill: Dispositions and their Implications for Shaping Social Justice Training

Citation: Grapin, S. L. (2020). Beyond Awareness, Knowledge, and Skill: Dispositions and their Implications for Shaping Social Justice Training. Trainers' Forum, 37 (2), 30-43. 

Abstract: Given the range of injustices that impact youth and families, training that emphasizes multicultural and social justice foundations is essential for effective school psychology practice. Traditionally, training in this area has emphasized the development of awareness, knowledge, and skills related to promoting equitable learning environments. Beyond awareness, knowledge, and skills, dispositions constitute an additional dimension of trainee competence that is less widely discussed in the school psychology literature yet worthy of further consideration. Dispositions refer to patterns of professional action that reflect underlying moral commitments (e.g., enduring tendencies toward creating culturally responsive learning environments and engaging traditionally disenfranchised families in school communities). The purpose of this article is to discuss the nature, measurement, and development of trainee dispositions toward social justice in school psychology. Moreover, this article reviews research on training activities designed to foster social justice dispositions. Implications of this research for school psychology trainers are discussed.

Keywords: social justice; dispositions; graduate education

Year: 2020

Issue: Vol 37 Issue 2

Title: Developing a Social Justice Professional Identity: Academic Service Learning in the Roles and Functions Course

Citation: Song, S. Y., Thompson, H., & Jacqueline, E. (2020). Developing a Social Justice Professional Identity: 

Academic Service Learning in the Roles and Functions Course. Trainers' Forum, 37 (2), 30-43. 

Abstract: There is little guidance in the literature regarding how to develop a social justice professional identity of preservice school psychologists. The purpose of this manuscript is to begin to answer this question: How can a social justice professional identity framework be used to infuse social justice into a school psychology course for preservice school psychologists? To answer this question, this manuscript (a) describes the course design to illustrate how a social justice professional identity framework combined with experiential learning components was used to infuse social justice themes into the introduction to school psychology course for preservice school psychologists; and, (b) presents the findings of the course’s evaluation efforts using an embedded case study. The framework based on research was used to design the course, which specifically included multiple opportunities for self-reflection and the practical experience of service learning (SL). Students perceived SL positively, that it influenced learning outcomes and was beneficial to themselves and profession. The community partner perceived the relationship as helpful and useful.

Keywords: social justice professional identity, preservice school psychologists, course design, roles and functions course

Year: 2020

Issue: Vol 37 Issue 2

Title: A School Psychology Program Committed to Social Justice: Structures and Outcomes at the University of Massachusetts Boston

Citation: Bender, S. L., Cook, A. M., Fallon, L., Paskiewicz, T., Collier-Meek, M. A., Pearrow, M., & Daniels, B. (2020). A School Psychology Program Committed to Social Justice: Structures and Outcomes at the University of Massachusetts Boston. Trainers' Forum, 37 (2), 54-72. 

Abstract: The work of school psychologists is rooted in social justice and aims to preserve the rights, opportunities, and well-being of all children within the educational environment. In pre-service training, this requires that relevant knowledge and skills are taught explicitly and fostered carefully. At the University of Massachusetts Boston (UMass Boston), school psychology faculty infuse social justice through standalone theory-driven and experiential coursework, field-based learning activities, and supportive mentorship for students’ growth of critical research skills and professional competencies. In the context of a college and university that embrace a social justice mission, program faculty engage in research and training with the goal of fostering reflective discourse on current practices and strive for continuous improvement. This paper describes the UMass Boston specialist and doctoral school psychology training sequence as a descriptive example of a programmatic commitment to social justice. It also offers suggestions for school psychology trainers interested in developing a social justice infused sequence in their program. 

Keywords: social justice, school psychology graduate training

Year: 2020

Issue: Vol 37 Issue 2

Title: Maintaining a Commitment to Social Justice: The Challenges of Labor Conditions in School Psychology

Citation: Moy, G., Parkin, J., & Tyre, A. (2020). Maintaining a Commitment to Social Justice: The Challenges of Labor Conditions in School Psychology. Trainers' Forum, 37 (2), 73-86. 

Abstract: School psychology training programs can influence graduates’ understanding of and commitment to issues pertaining to social justice in schools. Personnel shortages in the field may have implications for how school psychologists work, and this may be especially pronounced in the activities school psychologists do in the advancement of social justice. This study examined survey responses from school psychologists who graduated from a social justice-oriented training program pertaining to work conditions, job satisfaction, and perceptions of work activities related to social justice. Thirty-three respondents provided examples of student and systems level social justice activities they engage in as part of their role, examples of barriers and facilitators associated with their social justice activities, and areas of change about their role that would allow them to be more effective social justice agents. Results affirm the role of the training program in influencing school psychologists’ commitment to social justice. Time constraints on the job and role limitations are perceived as barriers to engaging in more work for social justice. A complex view of colleagues and administrators was shared; some were viewed as allies, and others were viewed as raising opposition to work for social justice. The need to incorporate training in leadership, collaboration, and team-building was elucidated through this study. 

Keywords: social justice, school psychology, graduate education, qualitative research

Year: 2020

Issue: Vol. 37 Issue 1

Title: Academic Skills Clinic Practicum Model: Implications for School Psychology Training

Citation: Santiago, R. T., Nelson, N. J., & Whalen, A. J. (2020). Academic Skills Clinic Practicum Model: Implications for School Psychology Training. Trainers' Forum, 37 (1), 1-14. 

Abstract: Children across the country are not meeting benchmarks in reading and mathematics, which has a range of adverse academic and life outcomes. It is essential for educators to deliver high-quality evidence-based interventions to strengthen learning trajectories. School psychologists are in a strong position to support educators and children in this endeavor. Trainers of school psychologists have a unique opportunity to develop and supervise field-based trainee experiences aligned with NASP domains related to multi-tiered academic instruction and intervention systems in order to strengthen relevant trainee skills and prepare new generations of school psychologists. However, little attention has been given to evaluating these preservice school psychology training experiences. The present study aimed to describe a clinic based practicum experience, evaluate practicum student skills in domains related to academic intervention delivery, and explore the effectiveness of academic interventions for client reading and math performance. Data were collected from a sample of 13 practicum students, 22 clients, and 2 supervisors. Results indicated that supervisors rated student professional knowledge and skills highly, students reported significant self-improvement in their professional knowledge and skills, university and site supervisors rated student professional behavior highly and in correlation with each other, and clients demonstrated gains in all academic skills. Study limitations, implications for school psychology trainers, and future directions are discussed.

Keywords: academic intervention, elementary school, school psychology training, practicum

Year: 2020

Issue: Vol. 37 Issue 1

Title: A Performance Assessment Validity Inquiry Process for Continuous Improvement in School Psychology Training Programs

Citation: Bohan, K. J., Persinger, L. L., & Conn, C. A. (2020). A Performance Assessment Validity Inquiry Process for Continuous Improvement in School Psychology Training Programs. Trainers' Forum, 37 (1), 15-33. 

Abstract: To meet accreditation requirements and to inform program improvement, school psychology programs often use locally developed performance assessments (PAs). The results can provide evidence of candidates’ (i.e., graduate students) competencies aligned to professional standards. Yet, faculty express concerns about the amount of time and resources needed to effectively develop PAs and confidently interpret results (Prus & Strein, 2011). This article describes the use of a Validity Inquiry Process (VIP) created to assist faculty with PA development and validation to support continuous program improvement. Relevant PA and validity literature informed the VIP’s argument-based framework. This article describes how the VIP assisted school psychology program faculty in making improvements to a PA. Implications for school psychology training are discussed.

Keywords: accreditation, performance assessment, examining validity, validity inquiry instruments, interpretation and use argument, validity argument

Year: 2020

Issue: Vol. 37 Issue 1

Title: Faculty Perceptions of Distance Education in School Psychology Training

Citation: Fischer, A. J., Moy, G. E., Bloomfield, B. S., Whitcomb, S., & Florell, D. (2020). Faculty Perceptions of Distance Education in School Psychology Training. Trainers' Forum, 37 (1), 34-43. 

Abstract: The purpose of this study was to obtain updated information from trainers in school psychology regarding their beliefs and use of distance education (DE) and distance education technologies (DET) in the preparation of school psychologists. Researchers analyzed survey responses from 137 individuals from 93 different training programs. While the majority of respondents acknowledged using DET in their programs, results suggested that trainers were more supportive of DE for knowledge-based courses versus those that focus on skill development. Further results and future implications for training are shared.

Keywords: Distance Education, School Psychology, Technology

Year: 2020

Issue: Vol. 37 Issue 1

Title: International Students in School Psychology: Strengths, Challenges, and Supports

Citation: Lu, H., & La Salle, T. (2020).  International Students in School Psychology: Strengths, Challenges, and Supports. Trainers' Forum, 37 (1), 44-53. 

Abstract: International students studying in the United States face unique challenges yet bring significant strengths to school psychology training programs. However, compared to other culturally and linguistically diverse students, discussions about international students have been limited, indicating a gap in multicultural training and support in the field. This article discusses difficulties international students may encounter as well as contributions they can offer to this profession. In addition, the authors outline strategies school psychology training programs can implement to support these students. Recommendations for diversifying training programs and transforming the field into a more multicultural profession are also discussed. It is expected that this article can initiate more discussions among training programs and within the field of school psychology.

Keywords: international students, training, supervision, internship, multiculturalism

Year: 2020

Issue: Vol. 37 Issue 1

Title: Addressing the Shortage: A 10-Year Comparison of Undergraduate School Psychology Trainers and Courses

Citation: Miller, K. D. (2020). Addressing the Shortage: A 10-Year Comparison of Undergraduate School Psychology Trainers and Courses. Trainers' Forum, 37 (1), 54-63. 

Abstract: Increased exposure of undergraduate students to the field of school psychology through coursework and interactions with professors are common recommendations to help address the critical shortage of school psychologists. However, the extent to which professors trained in school psychology interact via the curriculum with undergraduate students has been unclear. In 2008 and 2018, two surveys were administered to determine the extent to which full-time professors trained in school psychology instruct undergraduate students and undergraduate school psychology-related courses as well as the courses they teach. All institutions with APA-accredited and/or NASP-approved doctoral school psychology programs were targeted for inclusion. Separate surveys were sent to the director of the school psychology program and the chair of the undergraduate psychology department at each institution. Response rates were moderate to high, and outcomes were highly consistent across the decade of comparison. Only about a third of school psychology graduate programs have faculty who teach an undergraduate course, and school psychology trained instructors comprise less than 4% of full-time undergraduate psychology faculty. Rarely was a course with “school psychology” in the title offered. The combined results suggest that opportunities for undergraduate students to interact with professors with training in school psychology or take courses directly related to the field have been extremely limited. Implications for recruitment and retention of high quality undergraduate students into graduate school psychology programs are discussed.

Keywords: shortage, undergraduates, courses

Year: 2019

Issue: Vol. 36 Issue 1

Title: Introduction to Special Issue: Supervision in School Psychology: Innovations in Training and Practice

Citation: Newman, D. S., & Guinney, M. C. (2019). Supervision in School Psychology: Innovations in Training and Practice. Trainers' Forum, 36 (1), 1-5. 

Abstract: N/A

Keywords: N/A

Year: 2019

Issue: Vol. 36 Issue 1

Title: The ISPA Supervisor Credentialing Program: A Statewide Training Initiative in Best Practices in Supervision

Citation: Simon, D. J., Swerdlik, M. E., Cruisie, T. K., & Stein, C. J. (2019). The ISPA Supervisor Credentialing Program: A Statewide Training Initiative in Best Practices in Supervision. Trainers' Forum, 36 (1), 6-17.

Abstract: Clinical supervision represents a major vehicle for the development and provision of professional skills and socialization into the profession of school psychology. Supervision has been identified as a distinct professional competency domain for all school psychologists. In response to a perceived need for training in best practices in clinical supervision for preservice trainees and credentialed school psychologists, a working group of university educators and an experienced field supervisor proposed to their state school psychology association, the Illinois School Psychologists Association (ISPA), an intensive 12-hour supervision training program that would lead to the ISPA Supervisor Credential. This paper includes: a description of its development from initial idea to full implementation; the prerequisite requirements to earn the credential; the training curriculum; how both university educators and field supervisors participated in the training the trainers model to deliver the trainings statewide at no cost to participants; the barriers to implementation encountered and how these barriers were overcome; and placement of this initiative within the context of a systems change effort that will benefit multiple components of school psychology service delivery in the state. Benefits include the quality of pre-professional training, the professional development of individual school psychologists in a needed area of competency (clinical supervision), local school district supervision practices, the delivery of professional development for school psychologists throughout the state through free local trainings, and the leadership role of the state professional school psychology organization in promoting best practices in supervision.

Keywords: supervision, supervision training, supervision credential

Year: 2019

Issue: Vol. 36 Issue 1

Title: Utilizing a Vertical Model to Train School Psychology Students in Supervision: Reflections and Training Implications

Citation: Hazel, C. E., & Segler, L.J. (2019). Utilizing a Vertical Model to Train School Psychology Students in Supervision: Reflections and Training Implications. Trainers' Forum, 36 (1), 18-27. 

Abstract: This article presents the vertical supervision training structure utilized in the doctoral supervision course at the University of Denver and reflections by the instructor and one student on the supervision course. The supervision course integrated a developmental, strengths-based, multicultural approach to vertical training experiences, whereby the doctoral students provided supervision to less advanced students. Reflections on the benefits and challenges of implementing a vertical supervision structure within the school psychology program’s supervision course are offered. Our key insights included that (1) clinical experiences in supervision are difficult to orchestrate but extremely valuable; (2) to develop as a supervisor, you need to recognize your strengths, as well as how your identities impact your practice and how you are perceived by supervisees; (3) a full vertical supervision structure would provide all students the opportunity to be supervised and be a supervisor in training; and (4) it is important to support the professional development of our supervisors.

Keywords: supervision, supervisee development, supervisor development, supervisor in training, supervision training

Year: 2019

Issue: Vol. 36 Issue 1

Title: The School Psychology Practicum: An Overview of Current Training and Supervision Practices in the United States

Citation: Newman, D. S., Monahan, K. L., Liu, Y., Kostelnik, C. E., Wilson, M., & Thies, L. (2019). The School Psychology Practicum: An Overview of Current Training and Supervision Practices in the United States. Trainers' Forum, 36 (1), 28-39. 

Abstract: This paper summarizes data from a national sample of school psychology training programs who were surveyed regarding practicum training and supervision practices. Data indicated variation across programs regarding practicum training, supervision, and evaluation practices. Although doctoral training programs expectedly required a statistically significant greater number of semesters and hours of practicum experiences than non-doctoral programs, practicum training otherwise appeared similar across training levels. Implications of the data are presented for school psychologist trainers regarding practicum training and supervision, as well as future directions for research and practice.

Keywords: school psychology training, graduate education, practicum, supervision

Year: 2019

Issue: Vol. 36 Issue 1

Title: Programming for Professionalism in School Psychology Training

Citation: Hickey, A. M., Basch, B. J., & Huber, B. J. (2019). Programming for Professionalism in School Psychology Training. Trainers' Forum, 36 (1), 40-59. 

Abstract: Professionalism and self-care are increasingly being recognized as essential to the competent practice of psychology. This article describes the development and implementation of a professionalism and self-care curriculum series for doctoral school psychology interns. The authors discuss the selection of curriculum design and content as well as how the curriculum has been implemented among a consortium of interns across multiple training sites. The professionalism and self-care curriculum were identified as a valuable component of the interns’ training experience and throughout the course of the internship year. Implications for trainers of school psychology students and interns are discussed, highlighting both successes and challenges.

Keywords supervision, professionalism, self-care, wellness

Year: 2019

Issue: Vol. 36 Issue 1

Title: Multicultural Supervision in School Psychology: Innovations in Training, Approaches, and Implementation

Citation: Ingraham, C. L., Paz, J. L., Lambros, K. M., & Green, T. (2019). Multicultural Supervision in School Psychology: Innovations in Training, Approaches, and Implementation. Trainers' Forum, 36 (1), 60-70. 

Abstract: Given the increased cultural and linguistic diversity in schools across the nation, coupled with the prevalence of high-intensity needs among students and families served in schools, there is a critical need for models of multicultural supervision for trainers of school psychologists to inform service delivery within the K-12 schools and the university. Existing literature in school psychology supervision largely focuses on foundational theories and conceptualization of supervisory practices, thus training programs may struggle with how to implement such models. Multicultural supervision models that attend to cross-cultural issues that can arise during supervisory relationships, with specific attention to intersectionality across factors such as race, culture, religion, ableism, power, sexual orientation, gender identity, colonization, and generational status, are critical components of a holistic approach to supervision. The inclusion of such factors within existing models of supervision offers a contemporary approach for school psychologists to effectively and ethically traverse important supervisory duties. This article reviews recent developments and models of multicultural supervision, noting advances in the literature as well as gaps in current knowledge. The authors describe the San Diego State University’s (SDSU) approach to multicultural supervision, using case-based scenarios to illustrate ways that the model addresses and supports intersectionality within multicultural supervision. We end with suggestions and implications for training programs with respect to multicultural supervision. 

Keywords: multicultural supervision; intersectionality; training; service delivery

Year: 2019

Issue: Vol. 36 Issue 1

Title: Special Issue Summary -The Known Unknowns of School Psychology Supervision: A Commentary

Citation: Doll, B. (2019). Special Issue Summary -The Known Unknowns of School Psychology Supervision: A Commentary. Trainers' Forum, 36 (1), 71-75. 

Abstract: N/A

Keywords: N/A

Year: 2018

Issue: Vol. 35 Issue 2

Title: Improving Applied Practice in School Psychology: Considerations for Better Decision-Making

Citation: Miller, T. L., Guess, P. E., & McCain-Bowling, S. J. (2018). Improving Applied Practice in School Psychology: Considerations for Better Decision-Making. Trainers' Forum, 35(2), 1-11.

Abstract: Decision-making in professional practice is a daily activity for school psychologists. While influences that affect human decision-making have been extensively documented in some disciplines, application of these influences specific to school psychology practice remains less frequently discussed in the literature. This paper identifies some factors known to have powerful influence on general decision-making and offers some precautionary approaches to facilitate potentially more accurate conclusions. School psychologists are urged to consider these influences through reflection on the specific applied examples and the use of a summary rubric illustrating, first, how faulty decisions might manifest themselves in applied practice and, second, offering some reflection guidelines for avoiding erroneous decisions. School psychology training programs may consider how these influences impact decision-making processes and include discussion of the topic in relevant coursework. 

Keywords: Decision-making, uncertainty, bias

Year: 2018

Issue: Vol. 35 Issue 2

Title: School Psychologists’ Experience and Attitudes Regarding Suicide Prevention and Postvention Training

Citation: Hopple, A. M., Ball, C. R., & Pierson, E. E. (2018). School Psychologists’ Experience and Attitudes Regarding Suicide Prevention and Postvention Training. Trainers' Forum, 35(2), 12-21.

Abstract: As one of the few regular staff members in a school building with mental health training, school psychologists are often called upon to assist in suicide prevention and postvention activities. The current paper explored the experiences and attitudes of current school psychologists regarding these activities using a qualitative phenomenological approach. A purposive sampling procedure identified 10 school psychologists with relevant experiences. Themes identified through interviews suggested graduate training rarely included mock activities, graduate training was hard to recall, prevention training is more common than postvention training, continued training comes from conferences, training supports practice, and more training is recommended. Implications for trainers include an increased need to include mock and directly supervised prevention and postvention activities during graduate training.

Keywords: Suicide, prevention, postvention, training, practice

Year: 2018

Issue: Vol. 35 Issue 2

Title: Ethical and Professional Social Media Use Guidelines: A Review of Social Media Policies in School Psychology Graduate Programs

Citation: Salvin, L. J., Rigney, A. M., Traudt, S. D., Madhavan-Brown, S., & Drevon, D. D. (2018). Ethical and Professional Social Media Use Guidelines: A Review of Social Media Policies in School Psychology Graduate Programs. Trainers' Forum, 35(2), 22-29.

Abstract: As social media becomes an increasingly integral aspect of the modern world, professional fields must adapt to the ethical and professional implications thereof. Pham (2014) provided a framework for understanding and addressing such implications in school psychology. Pham (2014) suggested seven components to include in the development of a social media policies for school psychology graduate programs. While these components are conceivably important aspects of social media policies, there is limited research on whether school psychology graduate programs have adopted these recommendations. The current study examined the state of guidance on social media use via program-specific social media policies. This included systematically reviewing publicly available program handbooks of APA-accredited and/ or NASP-approved school psychology programs, as well as coding for policy comprehensiveness based on suggestions by Pham (2014). Results showed that about 12% of programs identified for analysis had program-specific social media policies, with about 3% including all components suggested by Pham (2014). This suggests that the majority of school psychology graduate programs in the United States lack a program-specific social media policy, and existing policies may not be sufficiently comprehensive. To provide graduate students with proper guidance, programs may consider designing and implementing comprehensive social media policies with fidelity.

Keywords: social media, school psychology, graduate students, policy development

Year: 2018

Issue: Vol. 35 Issue 2

Title Academic-Oriented Services Provided by School Psychologists: Current Trends and Factors that Limit and Facilitate Service Delivery

Citation: Parker, J. S., Castillo, J., & Jenkins, A. (2018). Academic-Oriented Services Provided by School Psychologists: Current Trends and Factors that Limit and Facilitate Service Delivery. Trainers' Forum, 35(2), 30-47. 

Abstract: Job demands of school psychologists influence content covered in school psychology training programs. Research investigating currents trends in school psychological service delivery can shed light on key practice issues that trainers should attend to when preparing graduate students to provide comprehensive services. This study examined differences between school psychologists’ reported delivery of academic and behavioral/social-emotional oriented services, as well as facilitators of and barriers to their provision of three types of academic-oriented services given federal legislation and service delivery models (e.g., Response to Intervention) that may be influencing school psychologists’ practices. The participants included a national sample of 267 practicing school psychologists who were Regular and Early Career Members of the National Association of School Psychologists. The current study was a part of a larger investigation of school psychologists’ engagement in comprehensive and integrated services. Data were collected through a web-survey and archival data analysis was employed to answer the research questions for the current study. Results revealed no significant differences between the participants’ reported delivery of academic and behavioral/social-emotional oriented services. Most facilitators and some barriers (Personal Attributes, Stakeholder Involvement, Resources and Support, School-Specific Variables, Contextual Variables) predicted each of the academic-oriented services, with facilitators accounting for more unique variance in academic-oriented service delivery than did barriers. Implications for training pre-service school psychologists are discussed including recommendations for preparing school psychology trainees to a) provide a broad range of services and b) address factors that influence their delivery of academic-oriented services.

Keywords: school psychology; practice trends; academic-oriented services; facilitators; barriers

Year: 2018

Issue: Vol. 35 Issue 2

Title: National Survey of School Psychology Trainers’ Perspectives Regarding the School Psychology Internship

Citation: McMahon, C. M., Jenkins, J. E., & Styles, A. N. (2018). National Survey of School Psychology Trainers’ Perspectives Regarding the School Psychology Internship. Trainers' Forum, 35(2), 48-59. 

Abstract: The school psychology internship is arguably the capstone training experience in the field, yet there is a paucity of research related to the internship in general and internship supervision in particular. This paper describes results of a national survey of NASP-approved specialist-level training programs regarding selection procedures, supervision practices, and satisfaction with the school psychology internship experience. Results indicate trainers’ overall satisfaction with the internship experience provided to interns. Results also indicate wide variability in internship placement practices, satisfaction with supervision across NASP competencies, and variability in trainer judgments of field-based supervisors’ readiness to provide high quality supervision which meet NASP 2010 competency standards. Findings are discussed in light of best practices for school psychology intern training. 

Keywords: school psychology internship, supervision

Year: 2018

Issue: Vol. 35 Issue 2

Title: Corrigendum to “Ethical and Professional Social Media Use Guidelines: A Review of Social Media Policies in School Psychology Graduate Programs"

Citation: Salvin, L. J., Rigney, A. M., Traudt, S. D., Madhavan,-Brown, S. A., & Drevon, D. D. (2018). Corrigendum to “Ethical and Professional Social Media Use Guidelines: A Review of Social Media Policies in School Psychology Graduate Programs". Trainers' Forum, 35(2).

Abstract: 

Keywords:

Year: 2018

Issue: Vol. 35 Issue 1

Title: Teaching Child and Adolescent Psychopathology: An Exploratory Study Comparing Traditional and Hybrid Formats

Citation: Sullivan, J. R. (2018). Teaching Child and Adolescent Psychopathology: An Exploratory Study Comparing Traditional and Hybrid Formats. Trainers' Forum, 35(1), 1-9. 

Abstract: Given the increased interest in incorporating technology into university instruction, this exploratory archival study examined whether graduate students, most of whom were enrolled in a School Psychology program, performed better and evaluated instruction differently in a traditional face-to-face section (n = 35) or a hybrid section (n = 27) of a Child and Adolescent Psychopathology course. Results suggest that students receiving traditional and hybrid instruction performed similarly on their midterm exam, final exam, and overall course grade, and also provided similar ratings of various instructional aspects of the course (e.g., lectures, assignments, videos). Students in the hybrid section also provided written feedback that may be helpful to instructors who are considering incorporating technology into their courses. Themes discerned from students’ feedback included: Convenience and Flexibility, Access to Online Lectures, Reflection Papers, Technology Challenges, and Amount of Material.

Keywords: teaching, technology, hybrid instruction, blended instruction, graduate students

Year: 2018

Issue: Vol. 35 Issue 1

Title: Prospective School Psychologists’ Field-Based Training Related to Suicidality: A Preliminary Exploration of Student and Supervisor Perspectives

Citation: Boccio, D. E., & McDonough, E. M. (2018). Prospective School Psychologists’ Field-Based Training Related to Suicidality: A Preliminary Exploration of Student and Supervisor Perspectives. Trainers' Forum, 35(1), 10-26. 

Abstract: School psychologists are charged with an important role in suicide prevention efforts targeting child and adolescent populations, yet prior research indicates that these professionals receive limited training in the assessment and management of youth suicidality, as well as postvention. In the current study, 27 school psychology graduate students/ alumni and 45 field-based supervisors (N = 72) completed surveys regarding the nature of suicide-related training experiences provided to students during advanced-level fieldwork. Results revealed extensive variability in training experiences across placement settings (clinical vs. school), school levels (elementary vs. secondary), and suicide-specific tasks. In general, field-based opportunities to develop competencies in preventing and managing suicidal crises and handling the aftermath of a completed suicide were not guaranteed. Students tended to receive greater exposure to activities involving suicide risk assessment than intervention and postvention. Recommendations are offered to help trainers and field-based supervisors improve the suicide-related training of individuals pursuing a degree in school psychology.

Keywords: N/A

Year: 2018

Issue: Vol. 35 Issue 1

Title: Advocacy in Action: Integrating a Program-Wide Project to Enhance Social Justice

Citation: Diamond, E., & Jaspers, K. (2018). Advocacy in Action: Integrating a Program-Wide Project to Enhance Social Justice. Trainers' Forum, 35(1), 27-36. 

Abstract: Social justice and advocacy are emphasized in the school psychology practice model (NASP, 2010a) and training standards (NASP, 2010b), however there is limited literature documenting the effective implementation of a program or model to enhance both social justice knowledge and action. The current study evaluated one school psychology graduate training program’s attempt to increase student knowledge and action regarding social justice and advocacy issues central to the field of school psychology. Effectiveness was measured by student self-report of knowledge and action related to social justice and advocacy issues. Results indicated that students perceived themselves as having greater knowledge about issues central to supporting schools, students, and families with a social justice lens, as well as a greater ability to act in a way that advocates for schools, students, and families following the completion of this project. These findings indicate that that implementing a targeted social justice project in a purposeful manner could be one way to promote a mission to increase both social justice knowledge and action in school psychology.

Keywords: N/A

Year: 2018

Issue: Vol. 35 Issue 1

Title: 2018 Trainers of School Psychologists Conference Proceedings

Citation: Stratton, K. K., & Gadke, D. L. (2018). 2018 Trainers of School Psychologists Conference Proceedings. Trainers' Forum, 35(1), 37-41. 

Abstract: The mission of TSP is a commitment to innovation and excellence in graduate training programs for specialist and doctoral school psychologists. Our purpose is to foster high-quality training in school psychology programs. We work toward this goal by examining current trends in graduate education programs, providing professional growth opportunities to school psychology faculty, facilitating communication with field-based supervisors, and supporting legislative efforts that promote diversity and excellence in trainings.

Keywords: N/A

Year: 2017

Issue: Vol.34 Issue 3

Title: Administration and Scoring Errors on the WJ IV Cog by School Psychologists in Training

Citation: Spencely, L. M., Flanagan, S., Clawson, A., & Vonderohe, S. (2017). Administration and Scoring Errors on the WJ IV Cog by School Psychologists in Training. Trainers' Forum, 34(3), 6-14. 

Abstract: The administration and scoring of cognitive assessments in the field of psychology is critical to best practices in diagnosis, educational placement, and intervention. The current study assessed the frequency and type of errors committed by school psychology graduate students (n = 12) across four administrations of the Woodcock Johnson Tests of Cognitive Abilities, Fourth Edition (WJ IV Cog). Among these 48 protocols, 100% included at least one error of administration or scoring, and the most frequently occurring errors included failure to estimate age- and grade-based scores and failure to test by full pages. These findings may help inform training as well as future work into the influence of errors on obtained scores, as well as specific training techniques to reduce their occurrence.

Keywords: N/A

Year: 2017

Issue: Vol.34 Issue 3

Title: Alabama and Florida School Psychologists Shortage: Significance for Training Programs

Citation: Doss, K. M., Krach, S. K., & Vickers, P. (2017). Alabama and Florida School Psychologists Shortage: Significance for Training Programs. Trainers' Forum, 34(3), 34-42. 

Abstract: Although a nation-wide shortage of school psychologists has been long anticipated, there have been no published studies about the actual current state of the profession. A national study is warranted, but the current study examined the practitioner and training needs for two states: Alabama and Florida. Researchers surveyed the needs for the districts and compared these needs to the number of graduates expected from the training programs in that state. The school psychologists’ data was examined by assessing the need to maintain current levels of coverage and estimated needs to raise coverage to the NASP (2010) recommended level. In an effort to maintain current levels of coverage, Alabama is estimated to have 32.4% of current positions unfilled; Florida has an estimate of 22.5%. If the states choose to improve the student to practitioner ratios to NASP recommendations, Alabama would have 94.6% to 96% of the recommended positions unfilled; Florida would have 89.8% to 93.7% unfilled.

Keywords: N/A

Year: 2017

Issue: Vol.34 Issue 3

Title: Exploring School Psychologists’ Preparation for Multicultural Supervision

Citation: Malone, C. M., Al’ Uqdah, S., & Fisher, S. (2017). Exploring School Psychologists’ Preparation for Multicultural Supervision. Trainers' Forum, 34(3), 62-74. 

Abstract: Multicultural supervision is defined as a supervisory relationship in which the supervisor and supervisee are of different cultural backgrounds and/or the discussion of multicultural issues in supervision. Attention to cultural issues in supervision is associated with positive supervisory relationships and trainees’ development in culturally competent practices. This study investigated school psychologists’ training and professional development in supervision and multicultural school psychology as preparation to engage in multicultural supervision. Forty-two school psychologists with experience supervising practicum students or interns of a race/ethnicity other than their own completed a questionnaire that surveyed the following: (a) their training and professional development in supervision, (b) their training and professional development in multicultural school psychology, (c) their knowledge of supervision theory and practice, and (d) their knowledge and use of multicultural supervision techniques. Participants reported receiving little training and ongoing professional development in supervision; however, almost all of the participants had some training in multicultural school psychology. Findings and implications for training programs are discussed.

Keywords: N/A

Year: 2017

Issue: Vol.34 Issue 3

Title: Quality Distance Learning to Address the School Psychology Shortage: A Model for Online Respecialization

Citation Ruby, S. F., Chaffin, J. M., & Islam-Zwart, K. (2017). Quality Distance Learning to Address the School Psychology Shortage: A Model for Online Respecialization. Trainers' Forum, 34(3), 43-61. 

Abstract: Washington State experiences critical school psychologist shortages (US Dept. of Education, 2015), particularly in the southern and rural areas where candidates cannot readily access university-based school psychology training programs. To address this shortage, Eastern Washington University (EWU) developed an online program with synchronous and asynchronous components to respecialize professionals with significant professional experience in related fields. Candidates are able to remain in their communities while completing a comprehensive school psychology Ed.S program with intensive field experience requirements. The program includes faculty, curriculum, and assessment consistent with a NASP-approved residential program on campus. This article highlights the history of our program’s development, reviews the successes and challenges associated with online program development and delivery, and recommends infrastructure, policy, and procedures for successful online school psychology graduate training. 

Keywords: N/A

Year: 2017

Issue: Vol.34 Issue 3

Title: Scholarly Productivity of School Psychology Faculty: 2010 - 2015

Citation: Johnson, N.D., Hulac, D., Schneider, M. M., & Ushijima, S. C. (2017). Scholarly Productivity of School Psychology Faculty: 2010 - 2015. Trainers' Forum, 34(3), 15-33. 

Abstract: School psychology faculty are required to publish for purposes of retention, promotion, and salary increases. Therefore, it is useful to have normative information regarding research productivity of school psychology faculty as a means to benchmark scholars’ accomplishments. Previous efforts to investigate the number of published peer-reviewed articles have been limited to American Psychological Association (APA)-accredited school psychology programs. Given that APA-accredited programs make up only a portion of training programs in the field, there is a need for research production data that includes faculty from non APA-accredited programs. The current research aimed to fill this gap in the literature by investigating scholarly productivity of all school psychology faculty at training programs approved by the National Association of School Psychologists (NASP). Data were collected for a total of 947 faculty members regarding their research output between January 2010 and December 2015. This paper reports on the most productive scholars amongst school psychology faculty, the relationship between authorship credit, first authorships, sole authorships, and number of total publications, in addition to the influence of gender, rank, Carnegie status, and APA accreditation status. The results of this study serve as the most up-to-date, comprehensive analysis of scholarly productivity in the field of school psychology and can benefit prospective students evaluating graduate programs in the field, graduate students who are considering careers in academia, and current faculty members and evaluators of faculty research. 

Keywords: N/A

Year: 2017

Issue: Vol. 34 Issue 2

Title: Analyses of School Psychology Training Program Praxis™ II Outcomes 2010-2012: Distinctions without a Difference?

Citation: McGill, R. J., Johnson, W. L., Palomares, R. S., & Caldwell, K. (2017). Analyses of School Psychology Training Program Praxis™ II Outcomes 2010-2012: Distinctions without a Difference? Trainers' Forum, 34(2), 3-17. 

Abstract: Earning a passing score on the Educational Testing Service (ETS) School Psychology Praxis™ II examination is a requirement for obtaining national certification as well as the requisite credential to practice in most states. However, empirical investigations of the technical characteristics and relevant outcomes related to Praxis™ II School Psychology exam scores in the professional literature have been scarce. Accordingly, the present study was conducted to examine the degree to which 2010-2012 Praxis™ II outcomes were affected by salient characteristics of school psychology training programs. Significant differences in aggregate program scores were observed when examining the effects of program accreditation status and training-level (e.g., specialist versus doctoral) on exam outcomes. These results suggest that additional consideration of specific training program attributes may be beneficial when appraising variability in performance on the Praxis™ II exam. Implications for professional practice and the training of school psychologists are discussed. 

Keywords: Praxis™ II, Professional credentialing, Accreditation, Training 

Year: 2017

Issue: Vol. 34 Issue 2

Title: Service-Learning as a Mechanism to Prepare School Psychology Graduate Students: A Case Example

Citation: McPherson, C., Karahalios, V., & Shriberg, D. (2017). Service-Learning as a Mechanism to Prepare School Psychology Graduate Students: A Case Example. Trainers' Forum, 34(2), 18-36. 

Abstract: An ongoing challenge in the preparation of school psychologists, particularly in the first year of graduate training, is finding learning experiences that provide students with an opportunity to apply foundational skills, such as consultation and data-based decision-making, in a culturally responsive manner. Service-learning is a well-established teaching mechanism designed to address just this need, yet there is scant scholarship on ways to utilize this methodology in school psychology training. This manuscript describes a service-learning experience at an urban tutoring center in which first-year school psychology Ed.S. and Ph.D. students gathered agency-wide comprehensive academic screening data and provided targeted consultation support in the area of reading comprehension to identified fourth- through sixth-grade students and their tutors. Indicators of the positive impact of this work across stakeholder groups is provided.

Keywords: N/A

Year: 2017

Issue: Vol. 34 Issue 2

Title: Trends and Perceptions of Distance Learning In School Psychology

Citation: Hendricker, E., Saeki, E., & Viola, S. (2017). Trends And Perceptions of Distance Learning in School Psychology. Trainers' Forum, 34(2), 37-69. 

Abstract: With technology advances, many postsecondary institutions are transitioning towards increased distance learning. However, the state of distance learning in school psychology training programs remains relatively unknown. This study investigated various facets of distance learning in school psychology, including the current state of distance learning, faculty perceptions of distance learning, program strengths and challenges when utilizing this mode of learning, and perceived impacts on student and program outcomes. Results from sixty-three school psychology programs indicated that although 32-35% (N= 19- 21 programs) offer coursework utilizing some form of distance learning, this information is not widely advertised through program websites or handbooks. Faculty reported having little training in teaching distance learning courses and some perceive distance learning courses to be less beneficial than traditional courses; however, programs using distance learning reported few negative program or student outcomes. Implications for training programs, training standards, and future research are discussed.

Keywords: N/A

Year: 2017

Issue: Vol. 34 Issue 2

Title: School Psychologists and Job Burnout: What Can we Learn as Trainers?

Citation: Schilling, E., & Randolph, M. (2017). School Psychologists and Job Burnout: What Can we Learn as Trainers? Trainers' Forum, 34(2), 37-69. 

Abstract: Job burnout is an important issue to address among practicing school psychologists. Although job satisfaction in the field remains high, many school psychologists experience feelings of burnout due to reasons including dissatisfaction with salary, work demands, and strained relationships with coworkers. The current study surveyed recent graduates of a school psychology training program in the Southeast regarding feelings of burnout as well as perceptions of contributory factors. Most participants expressed experiencing at least moderate feelings of burnout at some point during their careers with role overload, level of school resources, salary, insignificant recognition for work, and setting worked in identified most often as sources of burnout. Although no one variable emerged as clearly predictive of burnout, a model containing multiple diverse factors was significant in predicting levels of burnout both in the past and currently. Implications for future research as well as current trainers of school psychologists are also discussed. 

Keywords: N/A

Year: 2016

Issue: Vol. 34 Issue 1

Title: A Cultural Humility Model of School Psychology Training and Practice

Citation: Goforth, A. N. (2016). A Cultural Humility Model of School Psychology Training and Practice. Trainers' Forum, 34(1), 3-24

Abstract: As trainers, we recognize that supporting the development of our students’ cultural competence begins in their graduate program and continues throughout their professional life. Discussing issues of diversity can be challenging for trainers as well as students. This article introduces trainers of school psychologists to the model of cultural humility, which is characterized by self-reflection and self-critique through a lifelong process of learning and partnership-building with families and communities. The construct of cultural humility is first defined and research related to cultural humility is introduced. Then, an example and reflection is provided to highlight how a model of cultural humility was used in a practicum seminar course on the provision of school psychological services to Native American youth and families. Finally, recommendations are provided for trainers who may wish to use this model in their own training.

Keywords: N/A

Year: 2016

Issue: Vol. 34 Issue 1

Title: Graduate Students’ Experiences with Interdisciplinary Collaboration

Citation: Swain, K. D., McKevitt, B. C., & Ritzman, M. J. (2016). Graduate Students’ Experiences with Interdisciplinary Collaboration. Trainers' Forum, 34(1), 26-40.

Abstract: School-based practitioners are frequently expected to engage in collaborative activities with coworkers, yet often receive little direct training in these skills in undergraduate or graduate coursework. This pilot study examined the interdisciplinary collaboration experiences of graduate students in school psychology, special education, and speech-language pathology. Survey data and student feedback were collected and analyzed regarding collaborative experiences and the perceived benefit of these experiences. Results indicate that the majority of the students had collaborated within their discipline; however, fewer students had interdisciplinary collaboration experiences as a part of their graduate program. Those who did receive direct collaboration training reported positive experiences, applicable to their work on collaborative teams. Implications for training and research are discussed. 

Keywords: N/A

Year: 2016

Issue: Vol. 34 Issue 1

Title: The Under-Identification of Autism among Latino Youth: Improving Culturally Competent Training in School Psychology Programs

Citation: Vega, D., Arellano, J. I., & Carrillo, G. L. (2016). The Under-Identification of Autism among Latino Youth: Improving Culturally Competent Training in School Psychology Programs. Trainers' Forum, 34(1), 42-53.

Abstract: The prevalence rate of autism spectrum disorder (ASD) has risen over the past several decades, however, Latino youth continue to be under-identified and diagnosed at later ages when compared to Whites. Extant literature on this topic is minimal, yet inappropriate assessment practices and cultural factors have been identified as contributing to the disproportionate diagnosis of ASD and access to services among Latinos. The delay of services has implications for poor long-term life outcomes, thus, it is imperative for Latino youth to be identified earlier and receive quality services. The purpose of this paper is to explore the factors contributing to this trend of a later diagnosis of ASD among Latino youth. Additionally, best practices for training school psychologists in identifying Latino youth with ASD and increasing the awareness of the disorder and the availability of services for Latino families are discussed.

Keywords: N/A

Year: 2016

Issue: Vol. 34 Issue 1

Title: Examining School Psychologists’ Perceptions of Barriers to Response to Intervention (RtI) Implementation

Citation: Fan, C., Neill, M. W., & Bocanegra, J. O. (2016). Examining School Psychologists’ Perceptions of Barriers to Response to Intervention (RtI) Implementation. Trainers' Forum, 34(1), 54-76.

Abstract: After the change in the IDEIA (2004), different models of response-to-intervention (RtI) have been practiced widely in American school systems. Limited research has been conducted to determine barriers to effective RtI practice, especially from school psychologists’ points of view, which may impact their willingness to facilitate its implementation. In this pilot study, a sample of 62 school psychologists from a mid-mountain state completed a survey regarding their perceived levels of competency and available time, resources, and support. In addition, school psychologists’ beliefs (i.e., usefulness, practicability, effectiveness) regarding their own, teachers’, and school-based RtI members’ RtI practices were also assessed. The results indicated that readiness in training, time available for supporting RtI implementation, and the level of buy-in were important for effective RtI practice. Implications for school psychology training and practice are discussed.

Keywords: N/A

Year: 2015

Issue: Vol. 33 Issue 3

Title: Counseling Training Practices in School Psychology Programs in the United States

Citation: Fernald, L. N., & Hanchon, T. A. (2015). Counseling Training Practices in School Psychology Programs in the United States. Trainers' Forum, 33(3), 57-81.

Abstract: Counseling training practices ub school psychology programs were examined via an internet survey of representatives (N=158) from NASP-approved programs. The survey addressed programs’ and trainers’ perceptions regarding the importance of counseling preparation. Most respondents (n= 102; 73.1%) agreed that counseling training is “highly important”; nevertheless, programs placed less training emphasis on counseling than on other activities such as consultation/problem-solving, assessment, prevention/intervention, and curriculum-based assessment. Only 48.6% of respondents (n=69) indicated that their programs were training students to provide counseling services “well” or “very well”. Most programs (95.2%, n= 139) offered student opportunities for practical counseling experiences, but the types of experiences varied. The majority of respondents reported that counseling is a responsibility that school psychologists will be expected to perform in schools in the future as much or more than they are today. 

Keywords: N/A

Year: 2015

Issue: Vol. 33 Issue 3

Title: Development of Consultation Self-Efficacy 

Citation: Guiney, M. C., & Zibulsky, J. (2015). Development of Consultation Self-Efficacy. Trainers' Forum, 33(3), 82-97. 

Abstract: Consultation self-efficacy (CSE) refers to the belief that one possesses the Necessary skills and knowledge to engage in effective school based consultation. Self efficacy beliefs developed from several sources, including performance attainments (i.e., the experience of successfully completing an activity). Because school psychologists consistently report devoting more of their time to assessment activities than those related to consultation, it is possible that practitioners lack sufficient opportunities to experience successful consultation and therefore, lack, CSE. The present study sought to assess CSE perceptions in a sample of participating school psychologists completing a semester-long advanced consultation course. Results indicated at the start of the course, participants endorsed a relatively high level of CSE and perceptions increased over the semester. Implications for consultation training are considered, including the need to establish a link between CSE and consultation effectiveness.

Keywords: N/A

Year: 2015

Issue: Vol. 33 Issue 3

Title: Addressing Social, Emotional, and Behavior Problems: Use of Multilingual Versions of Tests 

Citation: Krach, S. K., Doss, K. M., & McCreery, M. P. (2015). Addressing Social, Emotional, and Behavioral Problems: Use of Multilingual Versions of Tests. Trainers' Forum, 33(3), 3-26.

Abstract: This paper focuses on bias in the translation of social, emotional and behavioral tests. Specifically, the authors address tests developed in the United States (U.S.), But later adapted for use with non-English speakers and/ or individuals who live(d) outside of the United States. Ethics and best practices for use and selection of test translations are described, along with problems endemic to ad-hoc translation. In addition, the authors surveyed publishers to determine what languages and normative data have been made available other than the English version (with U.S. norms). This information is tabulated and presented. The most popular language available was English.; normative data was available for English speakers from the United States, Australia, Canada, and the United Kingdom. Spanish was the second most popular, with 12.59% of the tests translated into Spanish (8.3% with norms). These Spanish norms may be general (all Spanish speakers) or specific (e.g., Peurto Rican norms). In addition, country-based norms are described for some tests, but the actual language is Castillian, Basque, Catalan, Galician, or Occitan). 

Keywords: N/A

Year: 2015

Issue: Vol. 33 Issue 3

Title: Multicultural Transformation of a School Psychology Course: Process and Outcomes 

Citation: Lasser, J., Dark, L., Beam, K., Morris, M., & Shatila, A. (2015). Multicultural Transformation of a School Psychology Course: Process and Outcomes. Trainers' Forum, 33(3), 27-35.

Abstract: School psychologists must be prepared to work with culturally and linguistically diverse children, families and educational professionals. Consequently, the graduate preparation of school psychologists necessarily must rise to the occasion by incorporating multicultural content and instruction into the curriculum. This article reports on the process of transforming a graduate course in counseling and interviewing skills to address this need, as well as pilot data on multicultural competencies gathered from the first cohort of students to take the transformed course. Recommendations for graduate training programs are provided.

Keywords: N/A

Year: 2015

Issue: Vol. 33 Issue 2

Title: Preparing Candidates for Practice within K-12 Online Learning Environments: An Application to the Graduate Preparation Domains

Citation: Tysinger, P. D., Diamanduros, T., & Tysinger, J. A. (2015). Preparing Candidates for Practice within K-12 Online Learning Environments: An Application to the Graduate Preparation Domains. Trainers' Forum, 33(2), 26-40.

Abstract: K-12 Online Learning is experiencing exponential growth in enrollment. Students and teachers are actively engaged in the alternate medium of education and need the support of school psychologists to promote success for all learners in this environment. While some school psychologists have already begun practice within virtual schools, few training programs had begun to address the unique needs for candidates who are increasingly likely to engage in online practice in their future careers. The current article offers graduate educators a guide to addressing these training needs across the 10 domains of competency identified in the Standards for Graduate Preparation of School Psychologists (National Association of School Psychologists [NASP], 2010a).

Keywords: N/A

Year: 2015

Issue: Vol. 33 Issue 2

Title: NASP and Non-NASP School Psychologists’ Perceptions of NASP Training Standards 

Citation: O’Donnell, P. S., & Dunlap., L. L. (2015). NASP and Non-NASP School Psychologists’ Perceptions of NASP Training Standards. Trainers' Forum, 33(2), 88-112.

Abstract: The national sample of 208 school psychologists comprised of National Association of School Psychologists (NASP) and non-NASP members were surveyed Regarding their perceptions related to the knowledge and skills contained within the domains of the NASP Standards for Graduate Preparation of School Psychologists. Higher levels of importance were found for all domains, with the most important knowledge and skills contained in the data-based decision making and consultation collaboration domains. Current results were consistent with previous research on school psychologist supervisors’ perceptions of NASP training standards. No significant differences were found based on NASP membership. Implications for training programs, the applicability of NASP domains and demographic trends in the workforce are discussed.

Keywords: N/A

Year: 2015

Issue: Vol. 33 Issue 2

Title: Integrating the Scientist-Practitioner Model into the Specialist Level School Psychology 

Citation: Castro-Villarreal, F., Rodriguez, B. J., Sullivan, J., Guerra, N., Garze, S., & Harris, E. M. (2015). Integrating the Scientist-Practitioner Model into the Specialist Level School Psychology. Trainers' Forum, 33(2), 7-25.

Abstract: Federal education statues and changes in the professional landscape increasingly Necessitate reliance on scientific evidence when making educational decisions. This changing zeitgeist Prompts the need for closer adherence to the scientist-practitioner (S-P) model in school psychology specialist level training. Although the need to reconnect with scientific roots is undeniable, the increasing demand of core clinical training make it difficult to equate training in science with practice. This paper describes a model for deliberately infusing research experience into specialist level training through coursework, research teams, and practicum. We highlight the challenges associated with integrating science with practice and specialist level training and illustrate the need to explicitly and systematically conceptualize theory, research, and practice, as reciprocal. We provide sample course requirements and practical activities and discuss implications for training and practice.

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Year: 2015

Issue: Vol. 33 Issue 2

Title: Graduate Preparation of School Psychologists in Serving English Language Learners 

Citation: Aldridge, M. J., Bernstein, E. R., & Davies, S. C. (2015). Graduate Preparation of School Psychologists in Serving English Language Learners. Trainers' Forum, 33(2), 42-70. 

Abstract: The purpose of this study was to examine the training practices of NASP accredited graduate programs in school psychology with regard to best practices in working with English Language Learners (ELLs). Training directors of school psychology programs were surveyed regarding the amount of time and the extent of instruction they provided their school psychology graduate students on the topic of ELLs. School psychology interns were also surveyed regarding both their current knowledge about serving ELLs and their perceived preparedness to serve ELs. Results indicated that school psychology programs are not adequately preparing graduate students to serve the growing population of ELLs. Faculty members cited time as the largest barrier to increasing their instruction about ELLs, particularly the amount of time that must be devoted to other requirements per state and national standards. Interns rated themselves as feeling less than adequately prepared to serve ELLs effectively both during their internship and for their future practice. This article also presents implications for school psychology graduate training.

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Year: 2015

Issue: Vol. 33 Issue 2

Title: Bringing the Triangle to Life: Teaching RTI practices to School Psychologists

Citation: Dixon, R. J. (2015). Bringing the Triangle to Life: Teaching RTI practices to School Psychologists. Trainers' Forum, 33(2), 72-86. 

Abstract: Response to intervention (RTI) is evolving rapidly with a range of implementation and developmental needs. For some administrators and teachers, this system change may surpass their training and expertise. School psychologists can help a school move forward, but they must be well educated in the knowledge and application of RTI to become effective leaders. Curriculum and field experiences of graduate students must be properly sequenced with adequate opportunities to explore and become comfortable with many aspects of RTI practices and decisions. In order to Triangle to life our specialist program focuses on building competencies at multiple levels through didactic instruction and school-based experiences. These school based experiences, organized around a four-step sequence, including examining and evaluating core instructional and behavior management practices, developing intervention skills, schoolwide benchmarking using oral reading fluency, and participating in school data retreats. As evidenced through interviews and student feedback, the learning sequence is allowing students to be actively involved in the RTI practices.

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Year: 2014

Issue: Vol. 33 Issue 1

Title: Exploratory Analysis of School Psychologists’ Social Networking: Recommendations for Graduate Training

Citation: Segool, N. K., Goforth, A. N., White, H., Loschiavo, M., & Gonzales, A. (2014). Exploratory Analysis of School Psychologists’ Social Networking: Recommendations for Graduate Training. Trainers' Forum, 33(1), 4-20.

Abstract: Given the increase in use of social networking sites like Facebook, there is a clear need to examine the social networking practices of school psychologists. This study examines current social networking practices among school psychologists and describes differences in the use of social networking among those who do or do not publicly identify their profession on their social networking profile. One hundred and ninety-eight social networking site profiles of school psychologists were examined. Results showed that 52% of school psychologists shared personal identifying information and the most common content visible was related to activities promoting wellbeing. More than 14% of profiles contained offensive or unprofessional content. Disclosers of professional information shared significantly more information about personal interests, physical intimacy, religious content, alcohol or illegal drugs, and offensive or unprofessional content. Implications and recommendations for graduate training programs are provided.

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Year: 2014

Issue: Vol. 33 Issue 1

Title: Diversity Self-Study: Instrument Development and Utilization for Program Recommendations

Citation: Gross, T. J., Hansen, B., Wiseman, A., Schutte, G., Stein, B., Yetter, G. P., Simmons, S., Fontenelle, S., & Rowland, J. E. (2014). Diversity Self-Study: Instrument Development and Utilization for Program Recommendations. Trainers' Forum, 33(1), 21-37.

Abstract: Many school psychologists enter the field unprepared to provide services to culturally diverse populations, but adequate training can prevent this outcome. This article introduces the development and utilization of the School Psychology Graduate Organization Diversity Self-Study (DSS). It is a survey designed to address graduate students’ diversity training and includes scales for diversity standards outlined by regionally accredited universities/colleges, the American Psychological Association, and the National Association of School Psychologists. The DSS was administered to 39 students attending a South-Central United States school psychology graduate program in the fall and 30 students in the same program in the spring. The outcome data and its interpretation are provided to demonstrate its use in developing diversity training recommendations.

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Year: 2014

Issue: Vol. 33 Issue 1

Title: Field-Based Practicum Experiences in Specialist-Level School Psychology Programs: Implications for Graduate Preparation

Citation: Jantz, P., Vega, D., Klose, L., & Lasser, J. (2014). Field-Based Practicum Experiences in Specialist-Level School Psychology Programs: Implications for Graduate Preparation. Trainers' Forum, 33(1), 38-47.

Abstract: Field-based experiences such as practicum play an important role in the preparation of competent school psychologists. At the master’s and specialist level, program and state requirements vary as do the number of credit hours associated with such experiences. This article reports on data collected from 90 master’s- and specialist-level programs across the United States to provide a closer look at current practices and inform graduate educators regarding national trends. Implications for training, accreditation, and certification/licensure are discussed, and recommendations based on the data are provided.

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Year: 2014

Issue: Vol. 33 Issue 1

Title: School Psychologist Training in Specific Learning Disability Identification

Citation: Reynolds, J. L., Fisher, S. D., & Morlock, L. A. (2014). School Psychologist Training in Specific Learning Disability Identification. Trainers' Forum, 33(1), 48-65. 

Abstract: The purpose of the current investigation was to explore and describe how training programs are preparing school psychologists to work with students with specific learning disabilities. Survey respondents were faculty members (N = 83) from school psychology graduate training programs within the United States. Results indicate specific learning disabilities are discussed in all school psychology graduate courses surveyed for around three class periods. The highest number of respondents indicated it is covered in the Practicum course. When instructing students on the various methods used in identifying the presence of a SLD, a larger percentage of respondents indicated using lectures (82%) and discussion (75%), with a lower percentage using activities (50%) and assignments (48%). Limitations and future research are discussed.

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Year: 2014

Issue: Vol. 33 Issue 1

Title: Beyond a “Fly by the Seat of Your Pants” Model of Supervision

Citation: Newman, D.S., Brodie, L., Pagniucci, L., & Stratton, P. (2014). Beyond a “Fly by the Seat of Your Pants” Model of Supervision. Trainers' Forum, 33(1), 66-87. 

Abstract: The process of supervision competency development for three doctoral-level school psychology graduate students during a nine-month course on clinical supervision is described. The supervision course was structured with general and targeted readings about supervision, applied practice opportunities, and ongoing meta supervision including review of audio and video recordings. The supervisors-in-training (SITs) developed personal models of supervision and applied their models when supervising others. Implications for school psychology graduate educators regarding supervision training are provided.

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Year: 2014

Issue: Vol. 32 Issue 2

Title: President’s Note: Turning a Critical Eye Upon Ourselves: Are Trainers of School Psychologists Practicing the Values We Espouse?

Citation: Hazel., C. E. (2014). President’s Note: Turning a Critical Eye Upon Ourselves: Are Trainers of School Psychologists Practicing the Values We Espouse? Trainers' Forum, 33(2), 5-9. 

Abstract: N/A

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Year: 2014

Issue: Vol. 32 Issue 2

Title: Theme-based Psychological reports: Towards the Next Generation of Report Writing

Citation: Rahill, S.(2014). Theme-based Psychological reports: Towards the Next Generation of Report Writing. Trainers' Forum, 33(2), 10-23. 

Abstract: School psychologists must have the skills to analyze data as part of a problem-solving process and communicate their findings and recommendations for intervention in a clear and concise manner. Theme based reports can be used to communicate assessment results in a child centered format, which gives the reader an integrated understanding of the strengths and weaknesses of both the child and the child’s environment. Further, the themes developed through assessment results can logically lead to recommendations for intervention in all settings (home, school, community). Communicating assessment results in written format is an essential skill that must be taught as part of the graduate preparation of school psychologists. A theme-based report writing worksheet for organizing, analyzing and integrating assessment information will be presented, which graduate educators can use to assist beginning school psychology report writers in presenting findings. This worksheet has been developed and used successfully in a school psychology assessment course.

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Year:2014

Issue: Vol. 32 Issue 2

Title: Globalization of School Psychology Training: A Collaborative International Model 

Citation: Ohmstede, T., McFarland, M., Mims, M., & Mims, G. (2014). Globalization of School Psychology Training: A Collaborative International Model. Trainers' Forum, 33(2), 24-31. 

Abstract: The changing world in which we now live demands that school psychology alter its training curriculum assumptions, content, and methods to prepare practitioners for meeting the challenges of life in a global community. The University of Nebraska at Kearney’s (UNK) Department of Counseling and School Psychology has brought an international perspective to its students through the International Collaborative Research Initiative (ICR). This article will describe how a simple Memorandum of Agreement between UNK and international counterparts has evolved some 10 years later into a comprehensive program with international collaborative teaching, scholarship, and service. Accomplishments achieved due to the ICR will be discussed at the student, faculty, program and university levels. The creation of the ICR has led to a compilation of endeavors that has served collectively to “bring the world to UNK” in a very cost effective and sustainable manner.

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Year: 2014

Issue: Vol. 32 Issue 2

Title: Comparisons of Response Rates, Respondent Demographics, and Item Responses for Web-Based and Mail Survey Modes in a National Study of School Psychologists

Citation: Castillo, J. M., Curtis, M. J., Brundage, A., March, A. M., & Stockslager, K. M. (2014). Comparisons of Response Rates, Respondent Demographics, and Item Responses for Web-Based and Mail Survey Modes in a National Study of School Psychologists. Trainers' Forum, 33(2), 32-50. 

Abstract: This study examines traditional mail versus web-­based survey modes relative to response rates, respondent demographic characteristics, and item responses of school psychologists. Participants were randomly assigned to either a mail or web-­based condition. Findings indicate that the mail mode yielded greater return rates than did the web-­based mode. Respondents did not differ demographically by mode; however, responses to two items differed between the two conditions. The results suggest that the selection of survey modes has some impact on sampling bias in terms of the proportion of school psychologists that respond as well as the responses of those sampled. Implications for conducting survey research are discussed in the context of mentoring school psychology graduate students in an era of rapid technological advancement and increasing economic pressure to adopt web-­based survey mode.

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Year: 2014

Issue: Vol. 32 Issue 2

Title: From Theory into Practice: Implementing Action Research Projects in the School Psychology Program Curriculum

Citation: Allen, J. M., & Escoffery-Runnels, V. (2014). From Theory into Practice: Implementing Action Research Projects in the School Psychology Program Curriculum. Trainers' Forum, 33(2), 51-66. 

Abstract: This article describes the use of an action research project in preparing students for competency in program planning and evaluation. A background of the development of the school psychology program curriculum, application of action research, and stages of the action research capstone project are explained along with titles and characteristics of past projects and the corresponding NASP domains. The many benefits of using action research as a capstone project for student competency, program improvement, and community outreach are discussed.

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Year: 2014

Issue: Vol. 32 Issue 2

Title: Preparing School Psychologists as Partners in Integrated Health Care Delivery: A Training Model

Citation: Bradley-King, K. L., & Armstrong, K. H. (2014). Preparing School Psychologists as Partners in Integrated Health Care Delivery: A Training Model. Trainers' Forum, 33(2), 67-83. 

Abstract: School psychologists with specialized training and experience in the medical and psychosocial aspects of child and adolescent development are poised to become active partners on the integrated health care team, given that more than 20% of children are classified as having special health care needs. Specialty training in pediatric school psychology along with traditional training in education and psychology, prepares school psychologists to work collaboratively with pediatricians and other health care professionals to ensure that children and youth receive the help they need for optimal functioning. This paper describes an innovative training model developed by a school psychology training program and a medical school that can be used as a guide for training programs as they prepare school psychologists to assume this critical role.

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Year: 2013

Issue: Vol. 32 Issue 1

Title: School Psychology Programs’ Efforts to Recruit Culturally Diverse Students

Citation: Wright, J. B., Filter, K. J., Nolan, J., & Sifers, S. (2013). School Psychology Programs’ Efforts to Recruit Culturally Diverse Students. Trainers' Forum, 32 (1), 7-20. 

Abstract: This study examined the strategies that school psychology programs use to recruit culturally diverse students. Data from 69 training directors were collected via a web-based survey completed by directors of doctoral and non-doctoral programs. Results revealed that programs primarily relied on program websites and student organizations for advertising; few adopted differing strategies for the recruitment of culturally diverse students. Implications for culturally diverse recruitment are discussed.

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Year: 2013

Issue: Vol. 32 Issue 1

Title: An Exploration of School Psychologists’ Training and Perceived Preparation in Autism Service Delivery

Citation: Hanchon, T. A., Glover, S. L., & Fernald, L. N. (2013). An Exploration of School Psychologists’ Training and Perceived Preparation in Autism Service Delivery. Trainers' Forum, 32 (1), 24-49. 

Abstract: Over the past decade, the prevalence of autism spectrum disorders has increased remarkably, with recent estimates suggesting one in every 88 children are now being identified. This trend has important implications for school psychology practitioners and trainers alike, as school psychologists are sure to encounter students with autism with greater frequency going forward. In this study, a sample of school psychologists (N=168) responded to a survey regarding their training to engage in various forms of autism-related service delivery, including assessment and identification. Results showed that most respondents perceived themselves as less than competent in multiple areas of service delivery and were generally dissatisfied with the preparation they received. Recommendations for the training of school psychologists to work with this growing population of students are offered.

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Year: 2013

Issue: Vol. 32 Issue 1

Title: School Psychologists’ Training in Prevention: A Survey of Program Directors

Citation: Bramlett, R. K., Hopper, J. L., Lester, M., & Hindman, J. D. (2013). School Psychologists’ Training in Prevention: A Survey of Program Directors. Trainers' Forum, 32 (1), 50-65. 

Abstract: In the present study, 49 directors of NASP-approved specialist-level training programs responded to a survey regarding their program’s training in prevention and identified the skills they perceived that school psychologists need to serve as leaders and team members in school-based prevention programs. Overall, for programs represented in this survey, the areas of prevention in which school psychologists receive the most training are: academic/learning problems, behavioral/emotional disturbance, suicide/depression, bullying, and violence/aggression. These areas were frequently rated as the most covered in coursework and field experiences. The areas that received the least amount of coverage in coursework and field experiences included pregnancy, physical injury, obesity, smoking, and rape/date violence. School psychologists need a broad knowledge-base in prevention science and across a range of specific problem areas along with program evaluation and consultation skills.

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Year: 2013

Issue: Vol. 32 Issue 1

Title: Meeting the Training Blueprint: Diversity Awareness and Sensitive Service Delivery

Citation: Krach, S. K., & Loe, S. (2013). Meeting the Training Blueprint: Diversity Awareness and Sensitive Service Delivery. Trainers' Forum, 32 (1), 66-82. 

Abstract: The National Association of School Psychologists (Blueprint III; Ysseldyke et al., 2006) and the American Psychological Association (APA) Division 16 (Rogers et al., 1999) each published sets of recommendations for school psychologists who work with diverse populations. Using these recommendations as a guide, researchers surveyed opinions of school psychology faculty members regarding how well diversity standards are implemented in training programs across the United States. Questions were asked across three settings: 1) programs of origin, 2) programs where they teach, and 3) an “ideal” program. An evaluation of the ratings indicated significant improvement from what faculty members were taught about diversity in their programs of origin to what they now teach their students. Even with such improvement, several diversity-training topics are identified that currently fail to meet the standards of what would be found in an ideal program.

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Year: 2013

Issue: Vol. 32 Issue 1

Title: RTI and Practitioners: What Trainers Need to Know

Citation: Unruh, S., & McKellar, N. A. (2013). RTI and Practitioners: What Trainers Need to Know. Trainers' Forum, 32 (1), 83-102. 

Abstract: This article addresses RTI-related roles and activities engaged in by school psychologist practitioners. A national survey of school psychologist practitioners reveals that at least half are frequently engaging in RTI-related roles and activities. Practitioners are more likely to engage in certain roles, such as working with a problem-solving team, than they are to become directly involved in delivering interventions. School psychologists are more likely to have gotten extensive RTI training from professional development activities than from their graduate programs. Those who have received more extensive professional development RTIrelated training are more likely to engage in a wide-spectrum of RTI activities; the same cannot be said about those who had a greater graduate school emphasis on RTI. Implications for graduate training programs are discussed.

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Year: 2013

Issue: Vol. 32 Issue 1

Title: Transana Video Analysis Software as a Tool for Teaching Initial Unstructured Clinical Assessment Interviewing Skills to School Psychology Students

Citation: Rush, S. C. (2013). Transana Video Analysis Software as a Tool for Teaching Initial Unstructured Clinical Assessment Interviewing Skills to School Psychology Students. Trainers' Forum, 32 (1), 103-117. 

Abstract: The purpose of this paper is to illustrate an alternative approach to facilitate teaching initial unstructured clinical assessment interviewing skills through use of a qualitative video analysis software program called Transana. This paper draws on the author’s experience using Transana to teach interviewing skills to students in a graduate training program in school psychology. The key advantage of Transana is the program’s capacity to facilitate synchronization of video and audio footage with corresponding verbal and nonverbal transcripts that can be coded, saved, retrieved, and displayed by any combination of codes and/or file identifiers. It is the author’s wish that this paper will serve to stimulate further use and exploration of Transana as a tool for teaching initial unstructured clinical assessment interviewing and other clinical skills by school psychology programs and programs in similar disciplines.

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Year: 2013

Issue: Vol. 31 Issue 2 

Title: Team Based Learning: An Innovative Approach to Promoting Application and Transfer of Knowledge in School Psychology Training 

Citation: Marrs, H. (2013). Team Based Learning: An Innovative Approach to Promoting Application and Transfer of Knowledge in School Psychology Training. Trainers' Forum, 32 (2), 47-61. 

Abstract: In efforts to improve the graduate education of school psychologists, it is important to consider the actual instructional strategies used within individual courses in the curriculum. Team based learning (Michaelsen, Knight, & Fink, 2004) There's an innovative active learning teaching strategy that focuses on collaborative learning using testing as a learning activity application and transfer of knowledge and practice for making decisions and solving problems. Team based learning may be an attractive option for trainers seeking to implement an active learning teaching approach that focuses on helping students learn to apply their learning to professional contexts. 

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Year: 2013

Issue: Vol. 31 Issue 2 

Title: Teach it and They will Grow: Graduate Level Thinking is an Initial Step Toward Substantiating and Cultivating Emergency Online Schools in Response to Catastrophic Disasters 

Citation: Rush, S. C. (2013). Teach it and They will Grow: Graduate Level Thinking is an Initial Step Toward Substantiating and Cultivating Emergency Online Schools in Response to Catastrophic Disasters. Trainers' Forum, 32 (2), 17-28. 

Abstract: Catastrophic disasters affect millions of lives each year. As schools are a fundamental component of children's lives and an indication of community stability, continuance of schooling despite a catastrophic event can help children and families better cope with the consequences of catastrophes. Comprehensive crisis preparation and response models, however, do not adequately attend to the complete destruction of school and community property and/or unsafe or untenable environmental conditions that would prevent any form of physical school operations or access. Therefore, it stands to reason that maintaining a K-12 school environment, despite its disruption from natural disasters, disease, outbreak, or other crises warrants serious consideration. The concept of developing an emergency online school (EOS) is a new idea  conceived by this author for addressing the problem of continuing school and providing accompanying psychological services when schools are closed or inaccessible for long periods of time due to a disaster or other crisis. 

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Year: 2013

Issue: Vol. 31 Issue 2

Title School Psychology Programs: Graduate Preparation on Traumatic Brain Injury 

Citation: Davies, S. C. (2013). School Psychology Programs: Graduate Preparation on Traumatic Brain Injury. Trainers' Forum, 32 (2), 5-16. 

Abstract: Although traumatic brain injuries are the leading cause of death and disability among children and adolescents, it remains a low incidence category for special education identification. Students with TBI can present with unique educational and psychosocial needs. Using surveys administered to program directors and interns, this study explored how school psychologists are prepared to identify and facilitate appropriate services for students with TBI.

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Year: 2013

Issue: Vol. 31 Issue 2 

Title: Assessing Intern Impact Factors for Program Evaluation and Improvement 

Citation: Brady, J., Busse, J. T., Carrier, J. A., Hass, M., & Kennedy, K. S. (2013). Assessing Intern Impact Factors for Program Evaluation and Improvement. Trainers' Forum, 32 (2), 62-71. 

Abstract: We present the results of a program evaluation system for examining school psychology interns’ impact on the academic and behavioral functioning of children. Outcome data from a variety of single case problem solving interventions conducted from 2008 - 2012 indicated overall moderate, positive effects. Global supervisor ratings indicated strong perceptions of the interns' positive impact on the children they served.

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Year: 2013

Issue: Vol. 32 Issue 2 

Title: A Qualitative Study of Racially Diverse School Psychology Faculty Experiences in the Professoriate: Implications for Increasing Diversity in Higher Education

Citation: Graces, S. L., & Wright, L. B. (2013). A Qualitative Study of Racially Diverse School Psychology Faculty Experiences in the Professoriate: Implications for Increasing Diversity in Higher Education. Trainers' Forum, 32 (2), 29-46. 

Abstract: The purpose of this study was to document the experiences of racially diverse psychology trainers in higher education. In particular, we sought to examine the views of faculty members in the field of school psychology, which is the least diverse of the professional psychology fields (e.g., clinical and counseling psychology). Data collected through interviews revealed that undergraduate research experiences, mentoring, and their desire to conduct research on ethnically diverse populations were significant influences on their decisions to pursue careers in higher education. Moreover, their interpretations of these experiences shaped their views on publishing research, advancing in higher education. and adding a diverse perspective to school psychology. The authors suggest that an improved understanding regarding ethnically diverse faculty members’ experiences will give rise to improved recruitment and retention practices of faculty members in higher education.

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Year: 2012

Issue: Vol. 31 Issue 1

Title: School psychologists’ Self-perceptions of multicultural Competence: the relevance of Experience and training

Citation: Wright, J. B., Filter, K. J., Nolan, J. D., & Stifers, S. (2012). School psychologists’ Self-perceptions of multicultural Competence: the relevance of Experience and training. Trainers' Forum, 31 (1), 7-20. 

Abstract: A national survey of 216 school psychologists’ perceptions of multicultural competence indicated that multicultural competence significantly increases as a function of with hours of training and frequency of experience working with individuals from cultures different from their own. results are discussed in the context of measurement limitations for multicultural competence and implications for trainers of school psychologists.

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Year: 2012

Issue: Vol. 31 Issue 1

Title: Fostering the Development of Future School Psychology Academics: The Value of the School Psychology Research Collaboration Conference

Citation: Proctor, S., Zibulsky, J., & Comerchero, V. (2012). Fostering the Development of Future School Psychology Academics: The Value of the School Psychology Research Collaboration Conference. Trainers' Forum, 31(1), 21-29. 

Abstract: this article discusses the value of the school psychology research Collaboration Conference (SprCC) and describes the SprCC related experiences of three 2011 early career scholar participants. recommendations delineated from their experiences offer trainers direction for preparing school psychology doctoral students for application to future SprCCs.

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Year: 2012

Issue: Vol. 31 Issue 1

Title: Pathways of School Psychology: Looking at the Present to Predict the Future

Citation: Highley, K., & Carlson, C. (2012). Pathways of school psychology: Looking at the present to predict the future. Trainers' Forum, 31(1), 30-42. 

Abstract: Little is known about graduate students in school psychology. to address this lack of information, a survey asking about demographics, expected career settings, and reasons for entering the field were sent to training programs across the country. responses from 884 students are analyzed and discussed along with implications for practice

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Year: 2012

Issue: Vol. 31 Issue 1

Title: The Effectiveness of Online Simulations for Teaching Verbal Subtest Item Scoring on the WISC-IV

Citation: Loe, S A. (2012). The Effectiveness of Online Simulations for Teaching Verbal Subtest Item Scoring on the WISC-IV. Trainers' Forum, 31(1), 43-57. 

Abstract: Repeated practice is a commonly utilized instructional method for teaching intelligence test administration and scoring. the current study evaluated whether repeated practice using online scoring simulations improved item-scoring proficiency on WISC-IV verbal subtests. thirty-two first year graduate students completed five practice trials using online item scoring simulations for Similarities, Vocabulary, and Comprehension. Both item scoring accuracy, defined as the ability to correctly apply rules for item querying and scoring, and simulation viewing time were examined. participants experienced and maintained a significant increase in item scoring accuracy with a corresponding decrease of viewing time during practice. item scoring accuracy observed at the end of the online simulation was maintained during a live, role-play test administration on Similarities and Vocabulary, but decreased significantly on comprehension.

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Year: 2012

Issue: Vol. 31 Issue 1

Title: The Relationship of Supervision to Burnout for School Psychologists 

Citation: Dixon, R. J., & Burns, B. R. (2012). The Relationship of Supervision to Burnout for School Psychologists. Trainers' Forum, 31(1), 58-70.

Abstract: this study surveyed 165 school psychologists and found a small correlation with supervisor attributes and a sense of personal accomplishments and emotional exhaustion. Burnout did not vary significantly based on time practicing in the schools. Finally, administratively focused supervision (i.e., employment related) was more prevalent than clinically focused. implications for training programs and the long-term vitality of school psychology to move forward are discussed.

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Year: 2012

Issue: Vol. 31 Issue 1

Title: Let’s Not Lose Sight of the Importance of the Biological Bases of Behavior

Citation: Maricle, D. E., Miller, D. C., Hale, J. B., & Johnson, W. L. (2012). Let’s Not Lose Sight of the Importance of the Biological Bases of Behavior. Trainers' Forum, 31(1), 71-84.

Abstract: the purpose of this article is to provide a rationale for the need to emphasize and integrate the biological bases of behavior into the training of school psychologists. there are several reasons why school psychology training programs should recognize the importance of the biological bases of behavior, including: 1) increased knowledge of the biological bases of neurodevelopmental disorders; 2) integration of neuropsychological constructs into school psychological assessment tools; 3) the current controversy surrounding the identification of specific learning disabilities; 4) the emerging fields of educational neuroscience and social neuroscience; and 5) the potential encroachment of other specialties into the traditional practice of school psychology.

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Year: 2011

Issue: Vol. 29 Issue 4

Title: Evaluation of the Ohio Internship Program in School Psychology: Five-Year Summary, 2004-05 to 2009-09

Citation: Morrison, J. Q., Ellenwood, A., Sansosti, F., Cochrane, W., Jenkins, J., Evans, J., McNamara, K., Witte, R., & Miranda, A. H. (2011). Evaluation of the Ohio Internship Program in School Psychology: Five-Year Summary, 2004-05 to 2009-09. Trainers' Forum, 29(4), 36-56. 

Abstract: The Primary purpose of this evaluation was to assess the effectiveness and impact of the Ohio Internship Program in terms of (a) interns’ competence, and (b) interns’ impact on the number of students served and the students’ academic and behavioral outcomes. 

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Year: 2011

Issue: Vol. 29 Issue 4

Title: From Theory and Dreams to Reality and Practice

Citation: Hughes, T. L., Kaufman, J., Shriberg, D., & Politikos, N. (2011). From Theory and Dreams to Reality and Practice. Trainers' Forum, 29(4), 3-5. 

Abstract: N/A

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Year: 2011

Issue: Vol. 29 Issue 4

Title: PsyD and Specialist Training in School Psychology: An Exploratory Comparison 

Citation: Yetter, G., Kesterson, J., Fitch, M., & Hunter, D. (2011). PsyD and Specialist Training in School Psychology: An Exploratory Comparison. Trainers' Forum, 29(4), 6-18. 

Abstract: This exploratory study compares NASP-approved specialist Training and APA accredited PsyD Training in school psychology across multiple domains. We address the implications of our findings in relation to the proposed Model Licensure Act revisions and in light of the recent expansion of PsyD degree. Future directions also are discussed. 

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Year: 2011

Issue: Vol. 29 Issue 4

Title: Increasing Access to School Psychology Specialist Level Training: A Nexus of Virtual Reality, Video Conferencing, and Live Interaction

Citation: Rush, S. G., & Wheeler, J. (2011). Increasing Access to School Psychology Specialist Level Training: A Nexus of Virtual Reality, Video Conferencing, and Live Interaction. Trainers' Forum, 29(4), 19-35. 

Abstract: Rural areas are severely affected by the shortage of school psychologists, which is compounded by the logistical barriers to graduate training. Providing training through distance is one avenue for addressing this problem. The proposed program will utilize eLearning, Wimba and Second Life as the primary modes of course instruction. 

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Year: 2010

Issue: Vol. 29 Issue 3

Title: Preparing Faculty for a Training Program in School Psychology in Vietnam

Citation: Terjesen, M. D., Kassay, K. S., Sotelo-Dynega, M., Dowdy, E., Harris, B., & Meskin, M. A. (2010). Preparing Faculty for a Training Program in School Psychology in Vietnam. Trainers' Forum, 29(3), 6-21. 

Abstract: N/A

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Year: 2010

Issue: Vol. 29 Issue 3

Title: Narrative Group Supervision

Citation: Lasser, J., Arcos, L., Hicks, M., Slagle, L., & Kelly-Khan, S. (2010). Narrative Group Supervision. Trainers' Forum, 29(3), 35-50. 

Abstract: Narrative Group Supervision, a unique approach to clinical supervision based on the telling and retelling of trainees’ stories, is proposed as a model for enhancing the training of school psychology interns. This article reviews the goals of narrative supervision, implementation of the method, potential advantages of narratives in supervision over non-narrative approaches, and specific implications for the training of school psychologists. Sample narratives are provided and discussed.

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Year: 2010

Issue: Vol. 29 Issue 3

Title: Important Outcome Results Demonstrating the Changing Roles on Interns

Citation: Golomb, L. R., Scott, N. S., Farmer, E., & McGrath, B. (2010). Important Outcome Results Demonstrating the Changing Roles of Interns. Trainers' Forum, 29(3), 22-34. 

Abstract: Detailed logs of the daily activities of school psychology interns indicate that their roles are changing from traditional services towards prevention/ intervention service delivery. Training programs must prepare students for this role and address the needs of the broader educational community as it responds to legislative initiatives such as Response-to-Intervention (RTI).

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Year: 2010

Issue: Vol. 29 Issue 3

Title: School Psychologists’ Beliefs about Autism: Impact on Classroom Intervention Acceptability

Citation: Brubaker, R., Bundy, M. B., Winslow, M. P., & Belcher, K. (2010). School Psychologists’ Beliefs about Autism: Impact on Classroom Intervention Acceptability. Trainers' Forum, 29(3), 51-64. 

Abstract: Children with autism spectrum disorders can exhibit a variety of behaviors that may interfere with their functioning and learning in school settings. Evidence-based interventions are available for behavioral support, but there is little information about the degree to which these interventions are acceptable to the school psychologists who are often in the position of recommending them to teachers. This study investigated the acceptability of nine typically recommended school-based interventions for addressing challenging behaviors among children with autism spectrum disorders. The study also explored the extent to which beliefs about autism held by school psychologists impact their acceptance of these interventions. Implications for school psychology in-service and pre-service training are discussed.

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Year: 2010

Issue: Vol. 29 Issue 2

Title: Specializations in School Psychology and Respecialization 

Citation: Miller, J. A., & Hess, R. (2010). Specializations in School Psychology and Respecialization. Trainers' Forum, 29(2), 16-19.

Abstract: Strand 3 of the National Conference on Contemporary Issues in School Psychology Education & Training broadly covered issues of specialization and respecialization in school psychology. The first step was to ensure strand participants shared a common language on these topics. With regard to specialization, the term “specialty” was clarified as a protected term associated with the varied specialties in professional psychology recognized by the Commission for the Recognition of Specialties and Proficiencies in Professional Psychology (CRSPPP) and/or the American Board of Professional Psychology (ABPP). Therefore, to explore the issue of specialization within a specialty requires specific terms other than specialty—namely subspecialization. The need for specialization historically has to do with the expansion of the knowledge base in a profession. As this knowledge base expands there is an “essential tension” (Roberts, 2006, p. 862) between providing general training and more specialization training. Roberts describes falling on one side or the other of this tension as the “fragmentation trap” and the “unification trap” (p. 862). The strand interrogated the notion of subspecialization with this essential tension in mind. For respecialization, extant terminology used by the American Psychological Association (APA) for respecialization was noted. Specifically, respecialization is when a doctoral-level in a non-practice area gains additional training to become a professional in a practice specialty of professional psychology. For purposes of the work of the strand, the term respecialization was used more broadly to include professionals within one practice specialty adding another practice specialty and not limited to doctoral level training.

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Year: 2010

Issue: Vol. 29 Issue 2

Title: Practica and Internships

Citation: Forman, S., Krieg, F. J., Miranda, A., & Golomb, L. (2010). Practica and Internships. Trainers' Forum, 29(2), 20--21.

Abstract: The focus of the Strand 4 discussion at the TSP Conference on March 2, 2010 was “creating and maintaining appropriate practica and internship experiences”. The group was composed of approximately 40 trainers and field supervisors, and was divided into two smaller groups with two facilitators each to encourage discussion and stimulate new ideas. The participants were energized and enthusiastic in their discussion and the result of this activity is described in this report and is a reflection of ideas generated by the participants and compiled by the four facilitators.

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Year: 2010

Issue: Vol. 29 Issue 2

Title: Supervision

Citation: Fichettie, B. A., & Harvey, V. S. (2010). Supervision. Trainers' Forum, 29(2), 22-25.

Abstract: The objectives of the Strand 5 sessions were to identify critical issues regarding supervision in the training of school psychologists. Prior to the discussion at the Trainers of School Psychology meeting in Chicago, several articles and position statements were shared with participants via the TSP website (see references). During the meeting, a lively discussion identified challenges, content, qualifications, and standards. The group also identified several action items to address these challenges.

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Year: 2010

Issue: Vol. 29 Issue 2

Title: Research, Student Support, Grants, and Lobbying

Citation: Jimerson, S., & Burns, M. (2010). Research, Student Support, Grants, and Lobbying. Trainers' Forum, 29(2), 26-27. 

Abstract: The core objectives of the Research, Student Support, Grants, and Lobbying group (Strand 6) were to a) Identify critical issues, b) examine the constraints for change for those areas identified as difficult or problematic, c) examine those factors that could contribute to growth or change, and d) develop an action plan/ timetable for presenting a position paper focusing on the critical issues for potential adoption by TSP. The Strand 6 participants exchanged e-mail correspondence in advance to identify critical issues that warrant further discussion at the National Conference on Contemporary Issues in School Psychology Education & Training in Chicago, March 1-2, 2010. The three critical issues for discussion that surfaced through these exchanges were, a) preparing the next generation of school psychology scholars/faculty, b) key factors in considering student support in school psychology graduate education including training grants, and c) the scientific/research agenda in school psychology. The participants divided into groups based on these three issues to discuss challenges, opportunities, next steps, and timetables.

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Year: 2010

Issue: Vol. 29 Issue 2

Title: Curricular Issues

Citation: Olympia, D., & Fenning, P. (2010). Curricular Issues. Trainers' Forum, 29(2), 28-31.

Abstract: The group was structured with a general question focused on the identification of critical issues tied broadly to curriculum. In terms of contextual aspects of curriculum development within school psychology, broadly conceived questions were initially articulated and include an interest in understanding how training programs have integrated competency standards which are tied to accreditation and approval by national accrediting bodies (NASP< APA, NCATE, etc.), as well as recognizing the challenges and opportunities inherent in recent developments in standards, etc. The reciprocal relationships among multiple stakeholders in school psychology training, such as field supervisors, school district administrators, state education agencies, university administration, and others raises important issues for curriculum development.

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Year: 2010

Issue: Vol. 29 Issue 2

Title: Generating Markets: Recruitment for Programs and Program Faculty, Encouraging Dive

Citation: Sander, J. B., Wilson, M., & Jones, J. (2010). Generating Markets: Recruitment for Programs and Program Faculty, Encouraging Dive. Trainers' Forum, 29(2), 32-34.

Abstract: The main objectives of this strand were to clarify information and identify what data across the three main areas would be most helpful to the field of school psychology. The topic was organized into three areas: student recruitment and retention, faculty recruitment and retention, and diversity and disability among school psychology graduate students and faculty. Each area of focus is listed, along with the primary data that strand participants were seeking. There is little research available to guide actions in current literature. I. Student recruitment and retention, across Ed.S., and Ph.D. programs. A shortage of school psychologists and trainers has been predicted for many years (Curtis, Grier, & Hunley, 2004). Limited information is available on why students decide to enter the field (Graves & Wright, 2007). This focus group determined that research is needed how potential students learn of the field and what influences them to apply to a school psychology graduate program.

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Year: 2010

Issue: Vol. 29 Issue 2

Title: Poster Session

Citation: N/A

Abstract: The purpose of this project is to examine the benefit of using a program data collection process for creating portfolios that focus on graduate student introspection and academic development. Portfolios have been well-established as an important method for programs to evaluate the progress of individual students and cohorts of students. The benefit that students get from the development of these portfolios is related to the extent to which these portfolios incorporate activities for personal goal setting, reflection, and the provision of feedback. This study will evaluate the perceived usefulness of assessment portfolios for those students who did not have the opportunity to experience these student focused portfolio activities versus those who will be experiencing those activities. Preliminary results will be provided along with plans for future data collection. Possible implications for programs will be discussed based on the preliminary findings.

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Year: 2010

Issue: Vol. 29 Issue 1

Title: An Examination of the Preparation, Supervisor’s Theoretical Model, and University Support for Supervisors of School Psychology Interns

Citation: Cochrane, W. S., Salyers, K., & Ding, Y. (2010). An Examination of the Preparation, Supervisor’s Theoretical Model, and University Support for Supervisors of School Psychology Interns. Trainers' Forum, 29(1), 6-22. 

Abstract: A survey of school psychology practitioners serving as internship supervisors was conducted to gather information regarding preparation for the role of intern supervisor, use of a theoretical supervision model, frequency of supervision provided, and how the university was involved in both supervision of interns and support of supervisors. Data were collected from a sample of 98 self-selected school psychologists who responded to a letter or email forwarded to them by NASP-approved program directors. Results from quantitative analyses showed that over half of the respondents had no formal coursework or training in supervision, and nearly 60% indicated that they were not evaluated as supervisors nor did they receive orientation from their university for serving as supervisors. Results from qualitative analyses revealed that only 4 out of 98 respondents reported using a theoretical model of supervision, which has been cited in the literature as essential for quality supervision, however, 97.5% reported that they were competent to supervise interns. This article discusses the discrepancy between the supervisors’ perceived competence and their reported knowledge-based training in supervision. It provides recommendations for how school psychology trainers and programs can improve supervision of interns and offer support to supervisors. 

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Year: 2010

Issue: Vol. 29 Issue 1

Title: Qualitative Evaluation of School Psychology Consultation

Citation: Klose, L. M., Plotts, C., & Lasser, J. (2010). Qualitative Evaluation of School Psychology Consultation. Trainers' Forum, 29(1), 24-37.

Abstract: This study examines the impact of the individual perceptions of graduate student consultants and volunteer teacher consultees in the context of consultation as an educational intervention. Qualitative analysis of the results indicate that school psychology graduate students face a number of challenges when learning and practicing the skills necessary for effective consultation. While teacher consultees overwhelmingly rate the consultation experience as positive, graduate student consultants raise concerns, including implementation of intervention balancing roles of providing a real service while in a student role, and confidence in the role of consultant. Examples of specific statements are provided and analyzed to support the emerging themes.

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Year: 2010

Issue: Vol. 29 Issue 1

Title: Training School Psychologists to Intervene with Arab American

Citation: Haboush, K. L. (2010). Training School Psychologists to Intervene with Arab American. Trainers' Forum, 29(1), 38-45.

Abstract: Arab Americans are increasingly being recognized as a distinct ethnic group within the United States, numbering about 3.5 million. A quarter of the population is under 25 years of age. In accord with APA and NASP Ethical Guidelines, trainers of school psychologists are required to enhance trainees’ cultural competence in working with diverse populations. School psychologists are also charged with assuming leadership roles in reducing school violence. Because harassment of Arab American students increases following political events, including the Sept. 11th attacks, intervention with Arab American youth appears timely. This article attempts to equip trainers of school psychologists with knowledge, skills and attitudes related to Arab Americans as well as provide resources for trainers and trainees to utilize.

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Year: 2009

Issue: Vol. 28 Issue 4

Title: A Conceptual Framework for Infusing Social Justice in School Psychology Training

Citation: Radliff, K. H., Miranda, A. H., Stoll, N., & Wheeler, A. (2009). A Conceptual Framework for Infusing Social Justice in School Psychology Training. Trainers' Forum, 28(4), 10-21.

Abstract: This paper presents a framework for how a school psychology program that desires to embrace a philosophy of social justice can implement this philosophy throughout training. Five key areas will be shared that contribute to social justice being infused throughout the entire program. These areas include: a) the program mission statement; b) the student body, admittance criteria and interview techniques; c) specific courses, course content, and assignments focused on social justice issues; d) community partnering; and e) student and faculty involved community based projects. It is believed that this framework will assist trainers in providing a practical application of social justice to school psychology training which will ultimately be carried over into practice. 

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Year: 2009

Issue: Vol. 28 Issue 4

Title: Teaching for Social Justice in School Psychology Graduate Programs: Strategies and Lessons Learned

Citation: Shriberg, D. (2009). Teaching for Social Justice in School Psychology Graduate Programs: Strategies and Lessons Learned. Trainers' Forum, 28(4), 5-9.

Abstract: This article introduces Trainers’ Forum’s special topic issue on “Teaching for Social Justice in School Psychology Graduate Programs: Strategies and Lessons Learned.” First, a brief overview of recent scholarship and advocacy in school psychology related to social justice is provided. Then the argument is made that school psychologists have a unique opportunity to act as agents of social justice in schools but there is a lack of scholarship on ways in which school psychology training programs can work to support social justice. Finally, a brief introduction to the three articles in the special topic issue is provided.

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Year: 2009

Issue: Vol. 28 Issue 4

Title: Including Social Justice in the Training of School Psychologists

Citation: Li, C., Kruger, L., Mule, C., Lippus, K., Santora, K., Cicala, G., Smith, B., & Cataldo, J. (2009). Including Social Justice in the Training of School Psychologists. Trainers' Forum, 28(4), 24-33.

Abstract: This paper describes how school psychology faculty and students at Northeastern University (NEU) have infused social justice into their training and learning experiences. At this university, faculty and students collaboratively explore how to advance social justice. The National Association of School Psychologists (NASP) training standards, the program’s ecological approach to training, and the program’s core values help guide these activities. The students and faculty employ a three-prong approach to social justice. One prong involves integrating social justice content into courses. The second prong involves engaging students in social justice scholarship and research. Finally, the third prong involves faculty and students collectively acting in concert with their core values and ethical standards for the purpose of improving the lives of others in real world settings. This paper provides examples of social justice projects that were collaboratively developed by faculty and students, including research-based intervention and prevention strategies. 

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Year: 2009

Issue: Vol. 28 Issue 3

Title: School Psychology Training Programs: Where Have we Been and Where are We Going?

Citation: N/A

Abstract: The Trainers of School Psychologists (TSP) Meeting was held on February 23rd and 24th as part of the National Association of School Psychologists 2009 Convention. Attendees were energized by the kickoff address, The Power of Resilience: Achieving Balance and Stress Hardiness in Our Lives, delivered by Dr. Robert Brooks. The evening was followed by a full day of presentations. Gene Cash, NASP President, provided a welcome. The following summaries represent two of the panel presentations (If it Ain’t Broke, Should We Still Fix It? A Discussion on New Directions in Training for School Psychology and Supervision in School Psychology) and a presentation by Tom Fagan. The summaries were composed from the PowerPoint presentations and references cited can be found in the PowerPoint presentations available on the TSP website.

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Year: 2009

Issue: Vol. 28 Issue 3

Title: Outstanding Contributions to Training Award

Citation: N/A

Abstract: N/A

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Year: 2009

Issue: Vol. 28 Issue 3

Title: Trainers in School Psychology Poster Session 2009 

Citation: N/A

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Year: 2009

Issue: Vol. 28 Issue 3

Title: From the Ground up: Establishment and Operation of a University Based Clinic in a NASP Approved Specialist Training Program

Citation: Everett, G. E., Ferrero-Baker, B., Hupp, S. D., & Jewell, J. D. (2009). From the Ground Up: Establishment and Operation of a University Based Clinic in a NASP Approved Specialist Training Program. Trainers' Forum, 28(3), 31-42. 

Abstract: Graduate training in school psychology often includes involvement with a university-based clinic (UBC). As components of many graduate programs, UBCs are frequently used to provide future school psychologists with assessment, intervention, and consultation experiences separate from school-based practicum. Although exceedingly beneficial, the establishment and operation of UBCs presents a unique set of challenges for both faculty supervisors and graduate student supervisees. As such, the current article outlines the recent establishment and operation of a UBC as part of a NASP approved specialist degree program and considers benefits and challenges from both faculty and graduate student perspectives. 

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Year: 2009

Issue: Vol. 28 Issue 3

Title: Exploring Our Career Options: Introducing Graduate Students to the Professoriate through a Faculty Seminar Series

Citation: Goforth, A. N., Sportsman, E. L., Palmer, D. R., Maupin, A. N., Plavnick, J. B., Wolvin, M., Stewart, L. S., Austin, A. E., Oka, E. R., Ferrari, S. J., & Carlson, J. S. (2009). Exploring Our Career Options: Introducing Graduate Students to the Professoriate through a Faculty Seminar Series. Trainers' Forum, 28(3), 43-55. 

Abstract: A “Faculty Seminar Series” was provided to doctoral students to introduce the culture of the professoriate as a way to address the shortage of school psychologists in academia. Seven doctoral students participated in the seminars for two years. Participating students provide their perspectives to help trainers implement a similar seminar within their programs.

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Year: 2009

Issue: Vol. 28 Issue 2

Title: Setting a Research and Training Agenda for Urban School Psychologists

Citation: Wilczenski, F. L. (2009). Setting a Research and Training Agenda for Urban School Psychologists. Trainers' Forum, 28(2), 5-9. 

Abstract This article advocates an integrated program of research and training on urban school psychology competencies.

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Year: 2009

Issue: Vol. 28 Issue 2

Title: A Closer Look at Payne’s Culture of Poverty Theory

Citation: Williams, D. (2009). A Closer Look at Payne’s Culture of Poverty Theory. Trainers' Forum, 28(2), 10-19. 

Abstract: This article is a critical analysis of Ruby Payne’s widely acclaimed book, A Framework for Understanding Poverty. Payne’s culture of poverty theory is not substantiated by research and is a naïve portrayal of low-income families. Trainers of school psychologists should closely examine Payne’s work before teaching her principles.

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Year: 2009

Issue: Vol. 28 Issue 2

Title: Call for Action: School Psychology’s Responsibility to Promote Social Justice for GLBTQ Youth

Citation: Lauback, C., & Issa, N. (2009). Call for Action: School Psychology’s Responsibility to Promote Social Justice for GLBTQ Youth. Trainers' Forum, 28(2), 20-29. 

Abstract: Schools have a responsibility to create a safe place that is conducive to learning for all students, including GLBTQ youth. According to the National Association of School Psychologists (NASP, 2006), school psychologists are in a unique position to create such safety by affecting school policies, teaching by example, counseling students dealing with GLBTQ issues and broadening a school’s acceptance of diversity. The following article explores reasons found in the literature that attempt to explain why school personnel do not advocate for GLBTQ youth more often and recommends that trainers directly address the issues facing GLBTQ youth. 

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Year: 2008

Issue: Vol. 28 Issue 1

Title: Training School Psychology Graduate Students to Address Regional Shortages: A Distance Learning Model

Citation: Gfroerer, S. D., Morrison, J. Q., & Hunley, S. A. (2008). Training School Psychology Graduate Students to Address Regional Shortages: A Distance Learning Model. Trainers' Forum, 28(1), 5-18. 

Abstract: Addressing the shortages of school psychologists in underserved regions of the country is critical to the profession and the communities served by its members. This article describes a school psychology satellite training program using a hybrid approach combining distance learning technologies and face-to-face classroom meetings. The purpose of this study was to describe the experiences of sixteen graduate students in a rural, Appalachian region of Ohio as members of the first two cohorts enrolled in the school psychology satellite program.

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Year: 2008

Issue: Vol. 28 Issue 1

Title: Family-School Partnership Building Skills for School Psychologist Trainees

Citation: Leon, M. R. (2008). Family-School Partnership Building Skills for School Psychologist Trainees. Trainers' Forum 28(1), 19-37. 

Abstract: School psychologists play an important role in facilitating family-school partnerships that provide benefits to families and schools. A doctoral-level family-school partnership course aligned with NASP family school partnership training standards that teaches school psychologist trainees to work with typical and special needs families based on Epstein’s and Lareau’s models is described.

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Year: 2008

Issue: Vol. 27 Issue 1

Title: School Psychology Training Directors: Workload and Compensation

Citation: Haselhuhn, C. W., & Clopton, K. L. (2008). School Psychology Training Directors: Workload and Compensation. Trainers' Forum, 27(1), 3-13. 

Abstract: NASP recognizes the importance of adequate resources and support for training programs in the Standards for Training and Field Placement in School Psychology and recommends reduced teaching loads for graduate faculty and a course release for program directors. The purpose of this study was to investigate the workload and compensation of school psychology training program directors. The directors of graduate programs listed in Best Practices in School Psychology IV were surveyed as a part of a larger study. Although the majority of directors reported some form of compensation for their role, most carried heavier course loads than recommended, in addition to student research and advising duties. Monetary compensation is similar to that of other psychology faculty. Gender differences were found in salary and compensation for the director role. Implications of director workload, as well as gender-differences are discussed.

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Year: 2008

Issue: Vol. 27 Issue 1

Title: TSP in New Orleans: Conference Highlights

Citation: Lopez, L. M., & Vazquez, E. G. (2008). TSP in New Orleans: Conference Highlights. Trainers' Forum, 27(1), 14-18. 

Abstract: The Trainers of School Psychologists (TSP) Meeting was held on Wednesday, February 6, 2008 as part of the National Association of School Psychologists 40th Annual Convention. The meeting was held at the Sheraton in New Orleans from 12:00 p.m. to 7:00 p.m. The TSP Executive Board meeting was held in the morning and the afternoon was reserved for an awards presentation, small work groups, meetings, and presentation and question and answer sessions. The presentations are summarized below. In addition, Armistead, Harrison, and Ryba provide a full length manuscript of their presentations. Conference slides can be viewed at http:// trainersofschoolpsychologists.org/conferences.html.

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Year: 2008

Issue: Vol. 27 Issue 1

Title: Dynamic Distributed Learning for Graduate Training in School Psychology at the University of Calgary

Citation: Ryba, K., & Dregs, M. (2008). Dynamic Distributed Learning for Graduate Training in School Psychology at the University of Calgary. Trainers' Forum, 27(1), 19-32. 

Abstract: N/A

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Year: 2008

Issue: Vol. 27 Issue 1

Title: APA’s Model Licensing Act Revisions: Understanding the Impact

Citation: N/A

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Year: 2007

Issue: Vol. 26 Issue 2

Title: A Collaborative Distance Education Program

Citation: Haselhuhn, C. W., Gerken, K., Gerling, Z., & Clevenger, W. (2007). A Collaborative Distance Education Program. Trainers' Forum, 26(2), 3-9. 

Abstract: The University of Northern Iowa and the University of Iowa developed a collaborative distance education program in order to address the shortage of school psychologists in the state. Specialist-level training was provided to students throughout the state via interactive TeleVideo, web-based instruction, and face to face meetings. This paper describes the program and presents the challenges and benefits of collaboration and distance education in the training of school psychologists.

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Year: 2007

Issue: Vol. 26 Issue 2

Title: The Preparation of School Psychologists to Provide Services Related to School Violence: A Survey of Training Programs

Citation: Benjamin, R. M., Little, S. G., & Akin-Little, A. (2007). The Preparation of School Psychologists to Provide Services Related to School Violence: A Survey of Training Programs. Trainers' Forum, 26(2), 11-18. 

Abstract: In order to assess the current status of training school psychologists receive related to school violence, surveys were sent to 219 school psychology programs with 73 responding. Results indicated that most programs did not offer a school violence course but training on school violence was usually incorporated into the curriculum. Implications for school psychology training and practice are discussed.

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Year: 2007

Issue: Vol. 26 Issue 2

Title: A Review of the Literature on Teachers’ Knowledge of ADHD and its Implications for Trainers of School Psychologists

Citation: Carney, A. G., & Gerken, K. C. (2007).  A Review of the Literature on Teachers’ Knowledge of ADHD and its Implications for Trainers of School Psychologists. Trainers' Forum, 26(2), 21-27. 

Abstract: Teachers’ knowledge about ADHD and other disorders can affect how children’s behaviors are perceived, how children are treated in the classroom, and whether or not they are referred for additional assessment. There is evidence to suggest that specialized training, both for pre-service and practicing teachers, can have beneficial effects in terms of increasing knowledge and teacher confidence when working with children. This article focuses on teacher’s knowledge of just one childhood disorder, ADHD, because there is a plethora of studies indicating that ADHD is over-diagnosed and that classroom teachers want additional knowledge about ADHD. However, the needs of the teachers vary across many different variables. Thus the provision of in-service training to teachers regarding ADHD must be based on actual needs. The authors believe that school psychologists should be the best trained persons in the schools to conduct needs assessments in the schools, and when appropriate provide in-service training to teachers and other school personnel regarding ADHD and other childhood disorders. The provision of such training has benefits for children, other school personnel and the school psychologists. Recommendations are made on how to incorporate training in conducting needs assessments and workshops for teachers regarding ADHD into school psychology training programs. Itis asserted that these recommendations would be appropriate for providing training in any of the childhood disorders, not just ADHD.

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Year: 2006

Issue: Vol. 26 Issue 1

Title: Streamlining Psychoeducational Reports

Citation: Dunham, M., Liljequist, L., & Martin, J. (2006). Streamlining Psychoeducational Reports. Trainers' Forum, 26(1), 9-14. 

Abstract: The purpose of this study was to investigate the influence of using tables and bullets in psychoeducational reports on teacher comprehension and satisfaction (N = 87). Four different report formats were employed and ANOVA was used to test for significant differences between comprehension and satisfaction among the four formats. Results indicated a main effect for bullets on comprehension but no effect for bullets on satisfaction. There was no effect for tables on either comprehension or satisfaction. 

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Year: 2006

Issue: Vol. 26 Issue 1

Title: The Use of Interviews in School Psychology Admission Decisions

Citation: Knesting, K., & Haselhuhn, C. (2006). The Use of Interviews in School Psychology Admission Decisions. Trainers' Forum, 26(1), 1-8. 

Abstract: Trainers of school psychologists seek students who will be academically and clinically successful. In addition to standardized test scores and transcripts, programs consider qualitative variables when predicting future success. This study surveyed directors of training about factors considered when making admission decisions and the use and importance of interviews. The majority of programs included interviews as one part of an admissions process that used multiple methods and sources. Almost half of directors cited reliability and validity concerns with the use of interviews. A third collected data to evaluate the reliability and validity of the interviews they conduct. Study results may help school psychology graduate programs improve their admission practices and increase the quality of their graduates.

Year: 2006

Issue: Vol. 26 Issue 1

Title: Field-Based Experience in Light of Changing Demographics

Citation: Krieg, F. J., Meikamp, J., O’Keefe, S. L., Stroebel, & S. S. (2006). Field-Based Experience in Light of Changing Demographics. Trainers' Forum, 26(1), 15-17. 

Abstract: Due to changing demographics of students admitted to the School Psychology Training Program at Marshall University Graduate College, it has become imperative to significantly expand field experiences beginning in the first semester to address the lack of educational background of most of the students entering the program. This organized sequence of field experiences continues throughout the program, parallel to classroom instruction, affording opportunities for students to put theory into practice and to interact with professionals in the field, while also allowing for exposure to the public school environment. The collaborative field experience sequence provides the students with early and continuous feedback on their personal fit with schools as organizations and culminates with the summer enrichment program.

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Year: 2006

Issue: Vol. 25 Issue 4

Title: The Use of Interviews in School Psychology Admission Decisions 

Citation: Knesting, K., & Haselhuhn, C. W. (2006). Field-Based Experience in Light of Changing Demographics. Trainers' Forum, 25(4), 1-8. 

Abstract: Training of school psychologists seeks students who will be academically and clinically successful. In addition to standardized test scores and transcripts, programs consider qualitative variables when predicting future success. This study surveyed directors of training about factors considered when making admission decisions and the use and importance of interviews. The majority of programs included interviews as one part of an admissions process that used multiple methods and sources. Almost half of directors sided reliability and validity concerns with the use of interviews. A third collected data to evaluate the reliability and validity of the interviews they conduct. Study results may help school psychology graduate programs improve their admission practices and increase the quality of their graduates. 

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Year: 2006

Issue: Vol. 25 Issue 4

Title: Field-Based Experience in Light of Changing Demographics 

Citation: Krieg, F. J., Meikamp, J., O’Keefe, S., & Stroebel, S. S. (2006). Field-Based Experience in Light of Changing Demographics. Trainers' Forum, 25(4), 15-17. 

Abstract:  Due to changing demographics of students admitted to the school psychology training program at Marshall University Graduate College, it has become imperative to significantly expand field experiences beginning in the first semester to address the lack of educational background of most of the students entering the program. This organized sequence of field experiences continues throughout the program, parallel to classroom instruction, affording opportunities for students to put theory into practice and to interact with professionals in the field, while also allowing for exposure to the public school environment. The collaborative field experience sequence provides the students with early and continuous feedback on their personal fit with schools as organizations and culminates with the summer enrichment program. 

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Year: 2006

Issue: Vol. 25 Issue 4

Title: Streamlining Psychoeducational Reports 

Citation: Dunham, M., Liljequist, L., & Martin, J. (2006). Streamlining Psychoeducational Reports. Trainers' Forum, 25(4), 9-14. 

Abstract: The purpose of this study was to investigate the influence of using tables and boards in Psychoeducational reports on teacher comprehension and satisfaction (N=87). Four different report formats were employed and ANOVA was used to test for significant differences between comprehension and satisfaction among the four formats. Results indicated a main effect for bullets on comprehension, but no effect for bullets on satisfaction. There was no effect for tables on either comprehension or satisfaction.

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Year: 2006

Issue: Vol. 25 Issue 3

Title: Integrated Approach to Assessment Training

Citation: Ward, S., & Pelco, L. (2006). Integrated Approach to Assessment Training. Trainers' Forum, 25(3), 1-6. 

Abstract: In this paper, a method for assessment training is described in which specific techniques are taught and opportunities are provided to practice the skills to integrate assessment data and link them to interventions. The described two-course sequence builds assessment skills across time, emphasizes a hypothesis-generating process, and utilizes case studies to develop critical thinking skills.

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Year: 2006

Issue: Vol. 25 Issue 3

Title: Letters of Recommendation: Common and Promising Practices 

Citation: Erion, J. (2006). Letters of Recommendation: Common and Promising Practices. Trainers' Forum, 25(3), 7-17. 

Abstract: The purpose of this article is to review existing research on the use of letters or recommendation, particularly as they relate to Graduate School admission. It also examines common and promising empirically based practices for obtaining and evaluating information from letter writers. Suggestions for future research are provided. 

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Year: 2005

Issue: Vol. 25 Issue 2

Title: The Feasibility of Using LiveText E-Portfolios in School Psychology 

Citation: Carlson, J. S. (2005). The Feasibility of Using LiveText E-Portfolios in School Psychology. Trainers' Forum, 25(2), 1-4. 

Abstract: Six students within a capstone Eds-level internship course submitted their portfolios electronically as a part of this pilot feasibility study. Results indicated that LiveText, a web-based portfolio system, was easy to learn, navigate, and use. Future research is warranted on how e-portfolios may be beneficial to school psychology students, future employers, and training programs. 

Keywords: N/A

Year: 2005

Issue: Vol. 25 Issue 2

Title: Internship Training: Employment and Education 

Citation: Fairchild, T. N., Van Der Giessen, D., & Toerne, K. (2005). Internship Training: Employment and Education. Trainers' Forum, 25(2), 5-15. 

Abstract: Recent debate has focused on whether or not paid internships are beneficial from a training perspective (Crespi, 2004; Givner, 2005). In order to determine how pay may have influenced the internship experience, 149 University of Idaho School Psychology Program graduates were surveyed. Graduates were asked to provide input on several factors which influenced their internship experiences - quality of supervision, types of supervision, and the quality of their internship placement. Respondents were then assigned to level of pay groups (no pay, partial pay,full pay) based upon information in our department database. Survey results indicated graduates' perceptions of the quality of their internship experiences were not significantly different based on level of pay received. 

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Year: 2005

Issue: Vol. 25 Issue 2

Title: A Nationwide Survey of School Psychology Program Director and Student Perceptions of Professional Work Characteristics  

Citation: Cournayer, K. L., & Cirillo, A. J. (2005). A Nationwide Survey of School Psychology Program Director and Student Perceptions of Professional Work Characteristics. Trainers' Forum, 25(2), 16-19. 

Keywords: N/A

Year: 2005

Issue: Vol. 25 Issue 1

Title: Response to Intervention (RTI) Training in School Psychology Programs: Introduction to the RTI Mini-Series 

Citation: Brown-Chidsey, R. (2005). Response to Intervention (RTI) Training in School Psychology Programs: Introduction to the RTI Mini-Series. Trainers' Forum, 25(1), 1-3. 

Abstract: Response to Intervention (RTI) is a set of methods for providing scientifically based instruction and assessment to all students. RTI was included in the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA). This article provides in introduction to three articles about RTI for trainers of school psychologists. RTI methods are effective and important for school psychologist to learn because they support students' lifelong personal wellbeing. Additionally, RTI methods can be used as part of determining whether a student has a specific learning disability (SLD). When used for SLD identification, RTI data provide information concerning the exact instruction a student needs. In order for RTI methods to be used correctly, school administrative support is needed. Both general and special education administrators need to know about and direct the use of RTI methods at school and district-wide levels. 

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Year: 2005

Issue: Vol. 25 Issue 1

Title: Promoting Effective Educational Outcomes for ALL students: Administrative Considerations for School Psychology Trainers 

Citation: Boscardin, M. L. (2005). Promoting Effective Educational Outcomes for ALL students: Administrative Considerations for School Psychology Trainers. Trainers' Forum, 25(1), 20-26.

Abstract: Response to Intervention (RTI), problem solving, and collaboration have been shown to be an effective set of methods for promoting effective school outcomes for all students. If school psychologists are to be full participants in the future leadership of a school or district, they must possess the skills and knowledge for implementing RTI, problem solving, and collaboration at a system wide level. Those General and special education administrators who support the use of standardized instruction protocols within a problem-solving environment through collaboration, will be most successful in their efforts to measure system wide growth and progress. Administers who are able to recognize the professional potential and all staff, implement effective strategies for system-wide progress monitoring, and cultivate a culture for data-based decisions are poised to attain the strongest results for their schools and districts. 

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Year: 2005

Issue: Vol. 25 Issue 1

Title: Academic Skills Are Basic (to) Children’s Personal Wellness 

Citation: Brown-Chidsey, R. (2005). Academic Skills Are Basic (to) Children’s Personal Wellness. Trainers' Forum, 25(1), 4-10. 

Abstract: Children who do not develop basic academic competencies in mathematics, reading, and writing are much more likely to experience mental and physical illness later in life. A case for the importance of academic Wellness as a precursor to personal, lifelong, wellness can be made. Using data from general., health, and prison populations, a review is provided that establishes the importance of basic academic skills for long term personal wellness and describes how response to intervention (RTI) methods can be used to promote basic academic proficiency among all students. The implications for trainers of school psychologists are discussed. 

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Year: 2005

Issue: Vol. 25 Issue 1

Title: Response-To-Intervention as a Framework for the Identification of Learning Disabilities 

Citation: Fuchs, L.S., & Vaughn, S. R. (2005). Response-To-Intervention as a Framework for the Identification of Learning Disabilities. Trainers' Forum, 25(1), 12-19.

Abstract: And this article, a response to intervention approach for learning disabilities (LD) Identification is presented. First, response to intervention, as an LD identification procedure is explained. Then, the promises and the potential pitfalls of such an approach are described.  Finally, clarification is provided about how such an approach represents the application of education science to practice.

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Year: 2005

Issue: Vol. 24 Issue 4

Title: Internship Training: Would You Work Without Pay? Almost Never 

Citation: Givner, A. (2005). Internship Training: Would You Work Without Pay? Almost Never. Trainers' Forum, 24(4), 1-4. 

Abstract: Crespi’s (2004) article, “Internship Training: To Pay or Not to Pay, Employment and/or Education” addresses the complexities of internship training and by extension, professional development. I find myself at odds with several of Crespi’s positions; particularly, his contention that, “salaried internships can, sometimes, compromise education and training goals.” I believe that paid internship benefit graduate students, teachers, the profession, the children and families we serve, and are needed to encourage gender and ethnic diversity in the field - especially at the doctorate level. 

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Year: 2005

Issue: Vol. 24 Issue 4

Title: Distance Education in School Psychology Training: Toward a Critical Dialogue 

Citation: Wilczenski, F. L., & Coomey, S. M. (2005). Distance Education in School Psychology Training: Toward a Critical Dialogue. Trainers' Forum, 24(4), 5-7. 

Abstract: This paper describes the content of a symposium presented at the 2005 meeting of the National Association of School Psychologists and Atlanta, GA. Thanks to the panelists: Rick D’Amato, Mark Swrdlik, Andrea Canter, Terry Bontrager, and Virginia Harvey, and to graduate students Jason Krienke, Amy Sundheim, George Singo, Amy McGinley, Kelly Cotton, Anne Howard, and Jonathon Stagg. We are also grateful to the Graduate Student Association at UMass Boston and the Massachusetts School Psychology Association for their support of the presentation. 

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Year: 2005

Issue: Vol. 24 Issue 4

Title: Results of an On-Line Survey of Praxis Test Usage 

Citation: Fagan, T. (2005). Results of an On-Line Survey of Praxis Test Usage. Trainers' Forum, 24(4), 8-10. 

Abstract: N/A

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Year: 2005

Issue: Vol. 24 Issue 4

Title: Perceptions of School Psychology Trainers and Students On the use of an Electric Data Base for Practicum and Internship Documentation and Supervision

Citation: Hinkle, K. (2005). Perceptions of School Psychology Trainers and Students On the use of an Electric Data Base for Practicum and Internship Documentation and Supervision. Trainers' Forum, 24(4), 12-16.

Abstract: Paper-and-pencil field experience logs have been used historically to document and assess the performance of school psychology students. Unlike the logs of the past, this article addresses a new approach to recording field experiences, the Internet logging system (ILS). The ILS, a web-based logging program, is professional database that provides a comprehensive view of the amount of time and services that students and school psychology provide to P-12 students, schools, and communities. Both qualitative and quantitative data which support the use of the ILS as a viable school psychology training and student accountability tool, are presented.

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Year: 2005

Issue: Vol. 24 Issue 4

Title: From RTI to the Praxis: Examining Critical Issues in School Psychology 

Citation: Garcia-Vazquez, E. (2005). From RTI to the Praxis: Examining Critical Issues in School Psychology. Trainers' Forum, 24(4), 18-23.

Abstract: N/A

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Year: 2005

Issue: Vol. 24 Issue 3

Title: Scaling Educational Assessment to Inform Instruction for All Students: Response to Intervention as Essential Educational Science 

Citation: Brown-Chidsey, R. (2005). Scaling Educational Assessment to Inform Instruction for All Students: Response to Intervention as Essential Educational Science. Trainers' Forum, 24(3),1-8.

Abstract: N/A

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Year: 2005

Issue: Vol. 24 Issue 3

Title: Underpaid but Not Underappreciated: Salaries and Mentoring in School Psychology Internships 

Citation: Hughes, T. I., Miller, J. A., Wisniewski, K. G., Brown, T. C., Scaringi, D. D., & Paczan, M. (2005). Underpaid but Not Underappreciated: Salaries and Mentoring in School Psychology Internships. Trainers' Forum, 24(3), 10-14.

Abstract: N/A

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Year: 2005

Issue: Vol. 24 Issue 3

Title Examining Other Types of Intelligences and Their Importance in School Psychology Training 

Citation Berrocal, P. F., & Martines, D. (2005). Examining Other Types of Intelligences and Their Importance in School Psychology Training. Trainers' Forum, 24(3), 16-23.

Abstract: N/A

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Year: 2004

Issue: Vol. 24 Issue 1

Title: A Template for Training Students in Evaluating Research Literature 

Citation: Oehler-Stinnet, J. (2004). A Template for Training Students in Evaluating Research Literature. Trainers’ Forum, 24(1), 1-9. 

Abstract: N/A

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Year: 2004

Issue: Vol. 24 Issue 1

Title: Applying a Culturally Responsive Paradigm to the Field of School Psychology: A Framework for Practice and Training 

Citation: Savage, T. A., Arroyos-Jurado, E., Nero, C. L., & Garcia-Vazquez, E. (2004). Applying a Culturally Responsive Paradigm to the Field of School Psychology: A Framework for Practice and Training. Trainers’ Forum, 24(1), 10-18. 

Abstract: Recently, the Federal school psychology has recognized the need to employ more culturally responsive practices in an increasingly diverse society (e.g. Ysseldykee, Dawson, Lehr, Reschly, Reynolds, & Telzrow, 1997).However, the professional literature in school psychology is limited in terms of what this practice should or may look like. Building on the literature pertaining to equity pedagogy and culturally responsive teaching and leadership, an attempt is made to extrapolate and apply these theoretical perspectives through the field school psychology. 

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Year: 2004

Issue: Vol. 23 Issue 4

Title: Service Learning as a Vehicle for Educating School Psychologists 

Citation: Wilczenski, F. L., Coomey, S. M., & Ball, B. A. (2004). Service Learning as a Vehicle for Educating School Psychologists. Trainers’ Forum, 23(4), 1-8. 

Abstract: School psychology is essentially an ethic of caring. During their graduate education, school psychology students are preparing for a special relationship with the community, that of caring for the educational and psychological wellbeing of its children. Therefore, it is critical to train component practitioners and to instill in them a sense of their ethical responsibilities to the community. Service learning is a way to apply that ethic of caring. (Keller, Nelson, & Wick, 2003). Students participating in service learning inevitably reflect upon issues of social justice they encounter in the community; this fuels their concerns about injustice and energizes them to work for social change.

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Year: 2004

Issue: Vol. 23 Issue 4

Title: A Quantitative Coding System for Evaluating the Effects of Multicultural Training in Schools Using the Consultation Model 

Citation: Matines, D. (2004). A Quantitative Coding System for Evaluating the Effects of Multicultural Training in Schools Using the Consultation Model. Trainers’ Forum, 23(4),10-12. 

Abstract: N/A

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Year: 2004

Issue: Vol. 23 Issue 4

Title: Ways for Trainers to Maintain Their Practice Skills 

Citation: Wodrich, D. L. (2004). Ways for Trainers to Maintain Their Practice Skills. Trainers’ Forum, 23(4), 21-23. 

Abstract: School psychology trainers are confronted with diverse and sometimes conflicting job requirements. As faculty members, on the other hand, they faced typical university wide expectations for scholarship, teaching, and service. Oh, on the other hand, as trainers of budding scientist-practitioners, they face expectations to keep abreast of their field's professional literature and adept and applied skills that they are assigned to teach to the next generations practitioners. Their task is to blend science and practice (Pillips, 1998). It appears that a corollary to this obligation- to remain skilled at their practice of school psychology - may be particularly problematic. This article concerns a rationale for retaining practice skills, as well as ideas for how this might be accomplished by today's busy faculty members.

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Year: 2004

Issue: Vol. 23 Issue 4

Title: TSP in Dallas 

Citation: Vazquez, E., & Dunham, M. (2004). TSP in Dallas. Trainers’ Forum, 23(4), 17-19. 

Abstract: N/A

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Year: 2004

Issue: Vol. 23 Issue 3

Title: The Graduate Assistant Program at Trinity University: A Model for the Future 

Citation: Miglore, E. T. (2004). The Graduate Assistant Program at Trinity University: A Model for the Future. Trainers’ Forum, 23(3), 1-4.

Abstract: N/A

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Year: 2004

Issue: Vol. 23 Issue 3

Title: The Changing Role of the School Psychologist: From Tester to Collaborator 

Citation: Mureika, J. M., Falconer, R. D., & Howard, B. M. (2004). The Changing Role of the School Psychologist: From Tester to Collaborator. Trainers’ Forum, 23(3), 5-8. 

Abstract: N/A

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Year: 2003

Issue: Vol. 23 Issue 1

Title: Suggestions For Training Cross-Cultural Consultation School Psychologists 

Citation: Martines, D. (2003). Suggestions For Training Cross-Cultural Consultation School Psychologists. Trainers’ Forum, 23(1), 5-13. 

Abstract: The original role of the psychologist in schools was exclusively one of assessment, primarily of students with learning disabilities, for the purpose of assessing special education services. As special classes for students with disabilities have been eliminated, and with the introduction of a model of inclusion, more demands have been placed on school psychologists to assist teachers in acquiring the more diverse skills they need to work with all students in the regular classroom. Collaborative consultation and teamwork with school staff and parents are essential to this new role. More ecological assessments such as curriculum-based assessment and behavioral assessment, are replacing or supplementing traditional standardized measures in the development of interventions and evaluation of outcomes. Additionally, psychologists are supporting schools in development of positive school climate and in crisis intervention. These changes to the role of the school psychologist must be reflected in the curriculum of university training programs in order to prepare new psychologists for the demands they will face in the schools of today.

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Year: 2003

Issue: Vol. 23 Issue 1

Title: Intersection of Supervision and Technology: Using Prometheus to Enhance Learning 

Citation: Wilczenski, F. L., & Coomey, S. M. (2003). Intersection of Supervision and Technology: Using Prometheus to Enhance Learning. Trainers’ Forum, 23(1), 6-15. 

Abstract: Computer technology has the potential to transform school psychology, supervision practices and professional development. In this study, Prometheus, an Internet course support platform, enhanced the learning of both interns and supervisors. Prometheus was seen as a valuable supervision tool. Use of Prometheus Increased the efficiency and effectiveness of collaborative training efforts between field supervisors and university faculty. E-supervision can be an important supplemental to traditional supervisory models.

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Year: 2003

Issue: Vol. 22 Issue 4

Title: InternetLoggingSystem.Com: An Analytical Tool for Student and Program Evaluation  

Citation Hinkle, K. T. (2003). InternetLoggingSystem.Com: An Analytical Tool for Student and Program Evaluation. Trainers’ Forum, 23(4), 1-4. 

Abstract: N/A

Keywords: N/A

Year: 2003

Issue: Vol. 22 Issue 4

Title: Roles for School Psychologists in School-Based Health Centers: Implications for School Psychology Training Programs 

Citation: Brown, M. B., Shaw, S. R., & Trivette, P. S. (2003). Roles for School Psychologists in School-Based Health Centers: Implications for School Psychology Training Programs. Trainers’ Forum, 23(4), 5-13. 

Abstract: N/A

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Year: 2003

Issue: Vol. 22 Issue 4

Title: Teaching of History in the Preparation of Doctoral School Psychologists 

Citation: Fagan, T. K. (2003). Teaching of History in the Preparation of Doctoral School Psychologists. Trainers’ Forum, 23(4), 14-17. 

Abstract: N/A

Keywords: N/A

Year: 2003

Issue: Vol. 22 Issue 4

Title: TSP in Toronto 

Citation: Dunham, M., & Hughes, T. (2003). TSP in Toronto. Trainers’ Forum, 23(4), 18-19.

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 22 Issue 2

Title: Intended and Unintended Consequences of High Stakes Assessment Systems 

Citation: Ysseldyke, J. (2002). Intended and Unintended Consequences of High Stakes Assessment Systems. Trainers’ Forum, 22(2), 1-11. 

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 22 Issue 2

Title: A State-Wide Collaborative Approach to Intern Supervision 

Citation: Kelly, R. M., Wise, P. S., Cruise, T. K., & Swerdlik, M. (2002). A State-Wide Collaborative Approach to Intern Supervision. Trainers’ Forum, 22(2), 5-8. 

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 22 Issue 1

Title: Student PTSD Arising from the World Trade Center Terrorist Attacks of September 11, 2001

Citation: Rodriguez-Srednicki, O. (2002). Student PTSD Arising from the World Trade Center Terrorist Attacks of September 11, 2001. Trainers’ Forum, 22(1), 2-9. 

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 22 Issue 1

Title: Post-doctoral Residency in School Psychology: Perspectives and Proposals 

Citation: Shaw, S. R. (2002). Post-doctoral Residency in School Psychology: Perspectives and Proposals. Trainers’ Forum, 22(1), 4-6. 

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 21 Issue 3

Title: Using an Educational Approach for Identifying and Instructing Children who Experience Difficulties in Learning to Read 

Citation: Aaron, P. G. (2002). Using an Educational Approach for Identifying and Instructing Children who Experience Difficulties in Learning to Read. Trainers’ Forum, 21(3), 1-14. 

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 21 Issue 3

Title: 2002 TSP Conference in Chicago: Convention Summary and Overview 

Citation: Dunham, M., & Hughes, T. (2002). 2002 TSP Conference in Chicago: Convention Summary and Overview. Trainers’ Forum, 21(3), 8-9.

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 21 Issue 3

Title: Charting the Future of School Psychology: Facing the Challenge of Shortages and Re-Specialization 

Citation: Crespi, T. D. (2002). Charting the Future of School Psychology: Facing the Challenge of Shortages and Re-Specialization. Trainers’ Forum, 21(3), 10-11. 

Abstract: N/A

Keywords: N/A

Year: 2002

Issue: Vol. 21 Issue 2

Title: Effective University Training for School Crisis Intervention 

Citation: Allen, M., Jerome, A., White, A., Pope, D., & Malinka, A. (2002). Effective University Training for School Crisis Intervention. Trainers’ Forum, 21(2), 2-9. 

Abstract: After conducting a 31-year literature review and gathering information from practitioners, a “best practice” course syllabus for training graduate students in school crisis intervention was designed. The syllabus specifies readings and activities related to crisis intervention. Role playing, discussing crisis scenarios, participating in community experiences and reviewing and critiquing school crisis plans provides students with a broad base of experiential learning.

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Year: 2002

Issue: Vol. 21 Issue 2

Title: Training Consideration and Play Therapy: Specialty Training and Credentialing for Clinical Child Counseling 

Citation: Crespi, T. D. (2002). Training Consideration and Play Therapy: Specialty Training and Credentialing for Clinical Child Counseling. Trainers’ Forum, 21(2), 5-6. 

Abstract: N/A

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Year: 2001

Issue: Vol. 20 Issue 1

Title: Board Certification for School Psychologists: Important for Practitioners and Trainers 

Citation: Flanagan, R. (2001). Board Certification for School Psychologists: Important for Practitioners and Trainers. Trainers’ Forum, 20(1), 1-3. 

Abstract: The American Academy of School Psychology. (AASP) Consists of all holders of the Diplomate in School Psychology It was organized for the purpose of contributing to the development and maintenance of school psychology practice and its highest level. Among the potential activities of the Academy are: to elect members of the American Board of School Psychology (ABSP), To identify eligible ABSP members to be trained to serve as mentors of new candidates and as examiners, to promote the diplomating of school psychologists, to encourage professional development activity in school psychology, to engage in advocacy activities leading to recognition of the ABPP Diplomate in all areas of practice, to facilitate the application of scientific activity to practice, and to articulate the highest standards of education, training, and credentialing for the school psychology specialty (AASP, 1995).

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Year: 2001

Issue: Vol. 20 Issue 1

Title: Empirical Support for Training in School Psychopharmacology 

Citation: Carlson, J. S. (2001). Empirical Support for Training in School Psychopharmacology. Trainers’ Forum, 20(1), 6-11. 

Abstract: School Psycho Pharmacology is the study of how medications impact learning, social interactions, and behavioral functioning within the school setting. This field of study has implications for multiple stakeholders, including school administrators, school community-based psychologists, parents, children, and physicians. This article highlights support for the inclusion of school's psychopharmacology into a comprehensive evidence-based school psychology training curriculum and provides an example of a course taken by doctoral students in NASP and APA accredited programs in counseling and school psychology. 

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Year: 2001

Issue: Vol. 20 Issue 1

Title: The Alternative High School Experience: Practicum and Internship Training in A Non-Traditional Placement. 

Citation: Crespi, T. D., & Howe, E. A. (2001). The Alternative High School Experience: Practicum and Internship Training in A Non-Traditional Placement. Trainers’ Forum 20(1), 12-14. 

Keywords: N/A

Year: 2001

Issue: Vol. 19 Issue 4

Title: Childhood Depression: The Rationale for Differentiating Treatment 

Citation: Hughes, T. L. (2001). Childhood Depression: The Rationale for Differentiating Treatment. Trainers’ Forum, 19(4), 1-11.

Abstract: N/A

Keywords: N/A

Year: 2001

Issue: Vol. 19 Issue 4

Title: What Trainers Should Know about the GED

Citation: Dunham, M. (2001). What Trainers Should Know about the GED. Trainers’ Forum, 19(4), 8-9. 

Abstract: N/A

Keywords: N/A

Year: 2001

Issue: Vol. 19 Issue 3

Title: Integrating Technology Instruction in Pre-professional Training Programs 

Citation: Cassady, J. C. (2001). Integrating Technology Instruction in Pre-professional Training Programs. Trainers’ Forum, 19(3), 1-10. 

Abstract: N/A

Keywords: N/A

Year: 2001

Issue: Vol. 19 Issue 3

Title: Predicting Success in a School Psychology Program 

Citation: Rust, J. O., & Craun, C. (2001). Predicting Success in a School Psychology Program. Trainers’ Forum, 19(3), 5. 

Abstract: N/A

Keywords: N/A

Year: 2001

Issue: Vol. 19 Issue 3

Title: The Virtual Student: Using Technology to Facilitate Learning of the Diagnostic Process 

Citation: Tilman, T. C., Fiorello, C. A., & McGrath, M. C. (2001). The Virtual Student: Using Technology to Facilitate Learning of the Diagnostic Process. Trainers’ Forum, 19(3), 6-7.

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 19 Issue 1

Title: Who Is Keeping Our Students Mentally Healthy?

Citation: Krieg, F. J. (2000). Who Is Keeping Our Students Mentally Healthy? Trainers’ Forum, 19(1), 7. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 19 Issue 1

Title: Supervisory Style and its Relationship to Field-based Intern Supervision 

Citation: Ward, S., & Ward, T. J. (2000). Supervisory Style and its Relationship to Field-based Intern Supervision. Trainers’ Forum, 19(1), 1-6. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 19 Issue 1

Title: Judicial Interpretation of Least Restrictive Environment 

Citation: Rothlisberg, B. A. (2000). Judicial Interpretation of Least Restrictive Environment. Trainers’ Forum, 19(1), 8-10. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 4

Title: Assessing Candidate Competencies in School Psychology Training Programs: Results of a National Survey 

Citation: Prus, J., & Martin, A. (2000). Assessing Candidate Competencies in School Psychology Training Programs: Results of a National Survey. Trainers’ Forum, 18(4), 1-4. 

Abstract Assessing documenting their competences are graduate students, and interns are increasingly important roles of school psychology trainers. The National Association of School Psychologists (NASP), American Psychological Association (APA), regional accrediting bodies such as the Southern Association of Colleges and Schools (SACS) and its counterparts, and many state high education and education agencies have established requirements for assessment and accountability/effectiveness. Additionally, the performance-based standards currently being developed by the National Council for Accreditation of Teacher Education (NCATE) and its constituent national professional specialty organizations such as NASP emphasize the increasing importance of assessment in school psychology programs. While there have been efforts to study institutional assessment practices (Johnson, Prus, Anderson, & El-Khawas, 1991), systematic information on school psychology programs is lacking. The purpose of this study was to determine current school psychology program practices in assessing candidate competencies. 

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Year: 2000

Issue: Vol. 18 Issue 4

Title: Slow Learners: A Call for Advocacy, Research, and Changes in Practice 

Citation: Shaw, S. R. (2000). Slow Learners: A Call for Advocacy, Research, and Changes in Practice. Trainers’ Forum, 18(4), 5-10. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 4

Title: WJ III is coming in September 2000

Citation: McGrew, R., McGrew, K. S., & Mather, N. (2000). WJ III is coming in September 2000. Trainers’ Forum, 18(4), 11. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 3

Title: Past, Present, and Future of Standardized Cognitive Assessment of Preschoolers: Considerations for Trainers 

Citation: Alfonso, V. C., Santandreu, N. G., & Tarnofsky, M. B. (2000). Past, Present, and Future of Standardized Cognitive Assessment of Preschoolers: Considerations for Trainers. Trainers’ Forum, 18(3), 1-11. 

Abstract: N/A

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Year: 2000

Issue: Vol. 18 Issue 3

Title: Faculty/Student Advocacy Research & Public Policy: The Case of Student Victimization 

Citation: Hyman, I., McNamara, K., & Tisot, C. (2000). Faculty/Student Advocacy Research & Public Policy: The Case of Student Victimization. Trainers’ Forum, 18(3), 1-15. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 2

Title: Using Best Practice to Improve Educational Programs for Children with Behavior Disorders 

Citation: Stormont, M. (2000). Using Best Practice to Improve Educational Programs for Children with Behavior Disorders. Trainers’ Forum, 18(2), 1-13. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 2

Title: Saving Human and Financial Resources: Effective Use of Pre-Referral Screening Data 

Citation: Dunham, M., Dunham, K., Tick, S., & Roberson, J. (2000). Saving Human and Financial Resources: Effective Use of Pre-Referral Screening Data. Trainers’ Forum, 18(2), 5-16. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 2

Title: Creative Interventions in the Lives of Gifted Adolescents 

Citation: Rizza, M. (2000). Creative Interventions in the Lives of Gifted Adolescents. Trainers’ Forum, 18(2), 17-21. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 1

Title: School Psychology in the United Kingdom: Current Training and Practice Issues 

Citation: Wolfendale, S. (2000). School Psychology in the United Kingdom: Current Training and Practice Issues. Trainers’ Forum, 18(1), 1-5. 

Abstract: N/A

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Year: 2000

Issue: Vol. 18 Issue 1

Title: School Psychology in the 21st Century: A White Water Rafting Excursion 

Citation: Abramson, E. (2000). School Psychology in the 21st Century: A White Water Rafting Excursion. Trainers’ Forum, 18(1), 8-10. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 1

Title: The NEPSY: A Flexible Tool for Cognitive Assessment 

Citation: Korkman, M., Kemp, S. L., & Kirk, U. (2000). The NEPSY: A Flexible Tool for Cognitive Assessment. Trainers’ Forum, 18(1), 11-13. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 1

Title:  ...A Cordial Reply to Korkman, Kemp, and Kirk’s Modest Rebuttal

Citation Stinnett, T. A., Oehler-Stinnett, Palmer, L. S., & Boykin, C. (2000). ...A Cordial Reply to Korkman, Kemp, and Kirk’s Modest Rebuttal. Trainers’ Forum, 18(1), 14. 

Abstract: N/A

Keywords: N/A

Year: 2000

Issue: Vol. 18 Issue 1

Title: Issues on Assessment: TSP Viewpoints?

Citation: McIntosh, D. E., Galloway, S. (2000). Issues on Assessment: TSP Viewpoints? Trainers’ Forum, 18(1), 15. 

Abstract: N/A

Keywords: N/A

Year: 1998

Issue: Vol. 16 Issue 3

Title: Copyright Law in School Psychology Training 

Citation: Woody, R. H. (1998). Copyright Law in School Psychology Training. Trainers’ Forum, 16(3), 1-7. 

Abstract: N/A

Keywords: N/A

Year: 1998

Issue: Vol. 16 Issue 3

Title: Chronic Illness: Considerations in Training School Psychologists 

Citation: Fournier, C. J. (1998). Chronic Illness: Considerations in Training School Psychologists. Trainers’ Forum, 16(3), 1-10. 

Abstract: N/A

Keywords: N/A

Year: 1998

Issue: Vol. 16 Issue 3

Title: 1998 TSP Conference in Orlando: A Day to Remember!

Citation: McIntosh, D. E. (1998). 1998 TSP Conference in Orlando: A Day to Remember! Trainers’ Forum, 16(3), 1-12. 

Abstract: N/A

Keywords: N/A

Year: 1998

Issue: Vol. 16 Issue 2

Title: Integrating the new Cognitive Assessment System into Assessment and Intervention Courses 

Citation: Paolitto, A. W. (1998). Integrating the new Cognitive Assessment System into Assessment and Intervention Courses. Trainers’ Forum, 16(2), 7-9.

Abstract: N/A

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Year: 1996

Issue: Vol. 15 Issue 1

Title: Hassles, Headaches, and Worries in the Lives of School Psychology Trainers: Students Revisited 

Citation: Wise, P. S. (1996). Hassles, Headaches, and Worries in the Lives of School Psychology Trainers: Students Revisited. Trainers’ Forum, 15(1), 6-11.

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 15 Issue 1

Title: Preparing Graduate Students for the Internship Application Process 

Citation: Coulter, W. A. (1996). Preparing Graduate Students for the Internship Application Process. Trainers’ Forum, 15(1), 8-10.

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 15 Issue 1

Title: How School Psychologists Think about Scoring Ambiguous and Difficult-to-Score Responses: Some Implications for Training and Practice 

Citation: Perot, J. A., & McKee, W. T. (1996). How School Psychologists Think about Scoring Ambiguous and Difficult-to-Score Responses: Some Implications for Training and Practice. Trainers’ Forum, 15(1), 12-13.

Abstract: N/A

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Year: 1996

Issue: Vol. 15 Issue 1

Title: The Joint Committee on Testing Practices: A Resource for Trainers

Citation: Smith, D. (1996). The Joint Committee on Testing Practices: A Resource for Trainers. Trainers’ Forum, 15(1), 14-15. 

Abstract: N/A

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Year: 1996

Issue: Vol. 15 Issue 1

Title: Headlining the Recent Literature…. Implications for Training 

Citation: N/A

Abstract: N/A

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Year: 1996

Issue: Vol. 14 Issue 3

Title: Texas Credentialing: Part III

Citation: McCullough, C. S. (1996). Texas Credentialing: Part III. Trainers’ Forum, 14(3), 1-13.

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 14 Issue 3

Title: Hassles, Headaches, and Worries in the Lives of School Psychology Trainers Part 2: Administration

Citation: Wise, P. S. (1996). Hassles, Headaches, and Worries in the Lives of School Psychology Trainers Part 2: Administration. Trainers’ Forum, 14(3), 6-7.

Abstract: N/A

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Year: 1996

Issue: Vol. 14 Issue 3

Title: While You Were Busy Conferring in Atlanta 

Citation: N/A

Abstract: N/A

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Year: 1996

Issue: Vol. 14 Issue 3

Title: Developing Skills in the Emergent Technologies 

Citation: Mcloughlin, C. S. (1996). Developing Skills in the Emergent Technologies. Trainers’ Forum, 14(3), 11-15.

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 14 Issue 3

Title: ...Is the Forum a Sexist Rag??

Citation: Baker, J. A. (1996). ...Is the Forum a Sexist Rag?? Trainers’ Forum, 14(3), 14-15.

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 14 Issue 3

Title: Training Clinical Psychologists in the Schools: Implications for Children, Families, and School Psychology

Citation: Crespi, T. D. (1996). Training Clinical Psychologists in the Schools: Implications for Children, Families, and School Psychology. Trainers’ Forum, 14(3), 16-17.

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 14 Issue 2

Title: Addressing Student's Problematic or Impaired Behaviors 

Citation: Swerdlik, M. (1996). Addressing Student's Problematic or Impaired Behaviors. Trainers’ Forum, 14(2), 4-5.

Abstract: N/A

Keywords: N/A 

Year: 1996

Issue: Vol. 14 Issue 2

Title: The Practicum in Special Education: A Training Option for School Psychologists

Citation: Spadafore, G. (1996). The Practicum in Special Education: A Training Option for School Psychologists. Trainers’ Forum, 14(2), 6.

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 14 Issue 2

Title: The Disappearing Role of the Masters Thesis in School Psychology

Citation: Martin, M. (1996). The Disappearing Role of the Masters Thesis in School Psychology. Trainers’ Forum, 14(2), 7. 

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 14 Issue 2

Title: The Credentialling Mess in Texas: Part II 

Citation: McCullough, S. (1996). The Credentialling Mess in Texas: Part II. Trainers’ Forum, 14(2), 8. 

Abstract: N/A

Keywords: N/A

Year:1996

Issue: Vol. 14 Issue 2

Title: Trainers Input Sought to "Definition of the Specialty of School Psychology

Citation: Hughes, J. N. (1996). Trainers Input Sought to "Definition of the Specialty of School Psychology. Trainers’ Forum, 14(2), 9.

Abstract: N/A

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Year:1996

Issue: Vol. 14 Issue 2

Title: While You Were Busy Doing Your Own Research...

Citation: N/A

Abstract: N/A

Keywords: N/A

Year: 1996

Issue: Vol. 14 Issue 2

Title: Survey of School Psychology Training Programs: Part II

Citation: Smith, D. K. (1996). Survey of School Psychology Training Programs: Part II. Trainers’ Forum, 14(2), 15. 

Abstract: N/A

Keywords: N/A

Year: 1990

Issue: Vol. 10 Issue 1

Title: The Intervention Assistance Model 

Citation: Curtis, M. J., & Curtis, V. A. (1990). The Intervention Assistance Model. Trainers’ Forum, 10(1), 3-4.

Abstract: N/A

Keywords: N/A

Year: 1990

Issue: Vol. 10 Issue 1

Title: Educating School Psychologists for Restructured Schools 

Citation: Rosenfield, S. (1990). Educating School Psychologists for Restructured Schools. Trainers’ Forum, 10(1), 5-7.

Abstract: N/A

Keywords: N/A

Year: 1990

Issue: Vol. 10 Fall Special 

Title: Interdisciplinary Training for School Psychologists Serving Handicapped Preschoolers and Their Families 

Citation: Thompson, M., & Berninger, V. (1990). Interdisciplinary Training for School Psychologists Serving Handicapped Preschoolers and Their Families. Trainers’ Forum, 10, 4-6.

Abstract: N/A

Keywords: N/A

Year: 1990

Issue: Vol. 10 Fall Special 

Title: School Psychology: Status of the Field, 1990

Citation: Gredler, G. R. (1990). School Psychology: Status of the Field, 1990. Trainers’ Forum, 10, 1-4.

Abstract: N/A

Keywords: N/A

Year: 1990

Issue: Vol. 9 Issue 4

Title: Assessment of Problem-solving Judgment of School Psychologists 

Citation: Gredler, G. R. (1990). Assessment of Problem-solving Judgment of School Psychologists. Trainers’ Forum, 9(4), 1-5.

Abstract: N/A

Keywords: N/A

Year: 1990

Issue: Vol. 9 Issue 4

Title: Training Needs for School Psychologists to Serve At-Risk and Handicapped Infants, Toddlers, and Their Families 

Citation: Mowder, B. A., & Chisholm, J. (1990). Training Needs for School Psychologists to Serve At-Risk and Handicapped Infants, Toddlers, and Their Families. Trainers’ Forum, 9(4), 1-4.

Abstract: N/A

Keywords: N/A

Year: 1990

Issue: Vol. 9 Issue 4

Title: Study Examines Alternative Approach for School Psychologists 

Citation: Vess, S. (1990). Study Examines Alternative Approach for School Psychologists. Trainers’ Forum, 9(4), 3-6.

Abstract: N/A

Keywords: N/A

Year: 1989

Issue: Vol. 9 Issue 2

Title: Advocates for the Young Child: A Current Assessment 

Citation: Gredler, G. R. (1989). Advocates for the Young Child: A Current Assessment. Trainers’ Forum, 9(2), 1-2.

Abstract: N/A

Keywords: N/A

Year: 1989

Issue: Vol. 9 Issue 2

Title: Fostering Parent-Professional Partnerships: A Role for School Psychology Educators 

Citation: Silverstein, J. (1989). Fostering Parent-Professional Partnerships: A Role for School Psychology Educators. Trainers’ Forum, 9(2), 1-7.

Abstract: N/A

Keywords: N/A

Year: 1989

Issue: Vol. 9 Issue 2

Title: Innovations in Teaching Assessment for School Psychologists 

Citation: Gredler, G. R. (1989). Innovations in Teaching Assessment for School Psychologists. Trainers’ Forum, 9(2), 3-5.

Abstract: N/A

Keywords: N/A

Year: 1988

Issue: Vol. 8 Issue 3

Title: Analysis of Court and Appeal Board Decisions: Implications for the Assessment and Placement of Exceptional Children 

Citation: Gredler, G. R. (1988). Analysis of Court and Appeal Board Decisions: Implications for the Assessment and Placement of Exceptional Children. Trainers’ Forum, 8(3), 1-6.

Abstract: N/A

Keywords: N/A

Year: 1988

Issue: Vol. 8 Issue 3

Title: The School Psychologists and the Courts: The School Psychologist as Expert Witness

Citation: Mealor, D. J., & Ackert, T. W. (1988). The School Psychologists and the Courts: The School Psychologist as Expert Witness. Trainers’ Forum, 8(3), 1-8.

Abstract: N/A

Keywords: N/A 

Year: 1988

Issue: Vol. 8 Issue 2

Title: Needed - A Second Look 

Citation: Gredler, G. R. (1988). Need - A Second Look. Trainers’ Forum, 8(2), 1-2. 

Abstract: N/A

Keywords: N/A

Year: 1988

Issue: Vol. 8 Issue 2

Title: The School Psychologist and the Courts: Opportunities for Interaction 

Citation: Mealor, D. J., & Ackert, T. W. (1988). The School Psychologist and the Courts: Opportunities for Interaction. Trainers’ Forum, 8(2), 1-5.

Abstract: N/A

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Year: 1988