Towards an Inclusive Research Laboratory Climate in School Psychology Graduate Programs

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

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