Collaborative community responsive training: University and community partnership.

Abstract

In practice-based fields such as school psychology, students must not only develop a solid knowledge base regarding the theory that underlies practice but also the skills to apply the concepts that they learn. However, didactic coursework alone is often insufficient to provide the link between theory and practice. While fieldbased experiences offer more opportunities to make these connections, field experiences often are not integrated with classroom learning or are left to later stages of the graduate training. Therefore, innovative strategies are needed to promote the application of skills throughout all stages of graduate training. This article proposes a model that utilizes innovative approaches to learning to enhance skill development for school psychology graduate students. The Collaborative Community Responsive Training model focuses on building professional competencies in school psychology graduate students while meeting community needs by creating collaborative partnerships between graduate training programs and local school districts. Public Significance StatementThis study proposes a training model that aims to promote competency development through community responsive, collaborative partnerships between school psychology training programs and schools. This model simultaneously meets the needs of local schools while maximizing the opportunities for field-based experiential learning in school psychology training programs. By supplementing classroom learning with field-based learning continuously throughout their training, graduate students have more opportunities to build competence prior to graduating.

Cultivating University Students’ Critical Sense of Belonging Through Community-Responsive Scholar-Activism

“…Community-responsive research attempts to address the ever-changing political, social, health, environmental, and economic issues in Knights Landing, and promotes justice through collaborative partnerships between community and university partners (Deeb-Sossa, 2022; Maistry & Lortan, 2017). This research also promotes undergraduate students' sense of belonging, social responsibility, and research skills (Ney, 2022).…”

Alumni perspectives on interprofessional experiential learning and interprofessional collaborative practice in health care settings.

“…Experiential learning (EL) is a form of practice-based education where students integrate knowledge from didactic course work to meaningful real-life examples, reflect on these experiences, and utilize the knowledge in their professional career (Broussard & Teng, 2019; Fiss et al, 2021). EL enhanced health care students’ awareness and understanding of patient advocacy, client-centered care, and the role of the family in patient care (Ney, 2021; Peck et al, 2021). EL is one method of actively modeling ICP to students during their education.…”