Characteristics of School Psychology Graduate Education: Implications for the Entry-Level Discussion and Doctoral-Level Specialty Definition

Reschly, Daniel J.; Wilson, Marilyn

doi:10.1080/02796015.1997.12085849

Cited by 30 publications

(9 citation statements)

References 39 publications

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“…School psychology and clinical child psychology training programs in the US have many similarities (Minke and Brown, 1996). School, clinical child and paediatric psychology are more alike than different, and treatment is a larger part of the role of most school psychologists than in previous years (Reschly and Wilson, 1997).…”

Section: Discussionmentioning

confidence: 99%

“…Because of the importance of letters of recommendation in the intern selection process (Gayer and Gridley, 1995), school psychology trainers should write strong, positive letters for their students that emphasize students' skills in counselling and psychotherapy and psychodiagnostic assessment. Reschly and Wilson (1997) note that 'traditional differences in the knowledge base and practice competencies among the specialties of professional psychology have diminished significantly ' (p. 90). School psychology provides a useful frame of reference for working with children and families in many settings, inside or outside of schools.…”

Section: Discussionmentioning

confidence: 99%

“…Although schools have been their traditional employment setting, school psychologists have skills that are applicable to a number of settings outside the school. In the past 20 years an increasing number of psychologists with doctoral degrees in school psychology have found positions in settings outside of the school, such as mental health centres and hospitals (D'Amato and Dean, 1989;Short and Rosenthal, 1995), and at least 25 percent of doctoral-level school psychologists in the US work in non-school settings (Reschly and Wilson, 1997). Doctoral training in school psychology includes the academic and practice experiences of specialist level training along with more in-depth training in one or more areas, such as counselling, consultation or a subspecialization area such as neuropsychology (Fagan and Wise, 2000).…”

mentioning

confidence: 99%

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Doctoral School Psychology Internships in NonSchool Settings in the United States

Brown¹,

Bolen

Kissell

2003

School Psychology International

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School psychologists in the United States work in a variety of settings outside of schools, particularly school psychologists with doctoral degrees. As interns are more likely to obtain employment in a setting similar to the internship site, this study reviewed non-school internship centres that indicated they would consider applications from school psychology doctoral students. Internship directors were asked to complete a questionnaire about the characteristics of the internship site and their perceptions of doctoral interns. School psychology interns devoted the majority of their time to individual and group counselling and psychotherapy and assessment. School psychology interns were perceived as having strengths in educational and psychological assessment and consultation and weaknesses in individual, group and family counselling/psychotherapy. Doctoral students from school psychology programs are perceived as strongest in areas equated with the traditional role of school psychologists in the schools, and weakest at the tasks in which they would devote most time in non-school settings. School psychology doctoral students seeking an internship outside of schools should select additional coursework in counselling and psychotherapy, diagnostic personality assessment and practica in settings similar to the desired internship site. Training programs can support students by providing mentorship and assistance in obtaining the requisite courses and field experiences.School psychologists in the US traditionally work in public school settings, and about 85 percent are currently employed in public schools (Reschly,

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

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Doctoral School Psychology Internships in NonSchool Settings in the United States

Brown¹,

Bolen

Kissell

2003

School Psychology International

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“…Possibly contributing to the shortage of school psychology faculty is the fact that predictions of the field evolving toward the doctoral level (Brown, 1989; Fagan, 1989) have not materialized (Reschly, 2000; Reschly & Wilson, 1995, 1997). Brown predicted that “…by the year 2000, the majority of school psychologists in training will be at the doctoral level” (p. 12).…”

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confidence: 99%

An Analysis of School Psychology Faculty by Graduating University.

Little¹,

Akin-Little²,

Tingstrom³

2004

School Psychology Quarterly

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Shortages of school psychologists have been documented for many years with this deficiency extending not just to practitioners but to trainers as well. This article presents the results of a search to identify individuals employed in academic institutions and their graduating universities. Using an Internet search and mailings to doctoral degree-granting school psychology programs, 633 individuals were identified as having graduated from a school psychology program in the United States or Canada and being currently employed full-time in a faculty position in an institute of higher education. When graduating university was examined, the University of Wisconsin-Madison and University of Texas at Austin were consistently the highest rated programs in terms of producing school psychology academics. Other findings indicated that APA-accredited programs produced the majority of individuals in academic positions and that women have outnumbered men in entering the professorate every year since 1987. Women also currently comprise 51% of the school psychology professorate. While these data should not be considered a measure of program quality, they do provide an objective rating of program success in preparing students for careers in academia.

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“…When one considers practices reported by school psychologists, the evidence suggests that trainers face serious challenges. Reschly and Wilson (1997) examined self-reported differences in service delivery activities between masters-, specialist-, and doctoral-level school psychologists. They found that doctoral-level practitioners said they engage more in intervention design, consultation, and evaluation of treatments.…”

mentioning

confidence: 99%

Meeting performance-based training demands: Accountability in an intervention-based practicum.

Barnett¹,

Daly²,

Hampshire³

et al. 1999

School Psychology Quarterly

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Characteristics of School Psychology Graduate Education: Implications for the Entry-Level Discussion and Doctoral-Level Specialty Definition

Cited by 30 publications

References 39 publications

Doctoral School Psychology Internships in NonSchool Settings in the United States

Doctoral School Psychology Internships in NonSchool Settings in the United States

An Analysis of School Psychology Faculty by Graduating University.

Meeting performance-based training demands: Accountability in an intervention-based practicum.

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