Archival Issues

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:

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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:

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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.

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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.

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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.

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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.

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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.

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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).

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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.

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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.

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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.

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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

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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.

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Year: 2008

Issue: Vol. 27 Issue 1

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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