The Ohio State school psychology program: A new face

2001 ◽  
Author(s):  
Antoinette Halsell Miranda
Keyword(s):  
School Psychology ◽  
State School ◽  
Psychology Program

School Psychology Program Leavers Who Persisted in Graduate Education

2010 ◽  
Author(s):  
Sherrie L. Proctor ◽  
Stephen D. Truscott ◽  
Kizzy Albritton
Keyword(s):  
School Psychology ◽  
Graduate Education ◽  
Psychology Program

scholarly journals Increasing School-Based Mental Health Services with a “Grow Your Own” School Psychology Program

2021 ◽  
Author(s):  
Stephanie L. Schmitz ◽  
Kerri L. Clopton ◽  
Nicole R. Skaar ◽  
Stephanie Dredge ◽  
David VanHorn
Keyword(s):  
Mental Health ◽  
School Psychology ◽  
Mental Health Services ◽  
Health Services ◽  
School Based ◽  
Grow Your Own ◽  
Psychology Program

Evaluation of Bilingual School Psychology Program: An Exploratory Study

1990 ◽  
Vol 66 (1) ◽  
pp. 287-291 ◽  
Author(s):  
Mario Martorell ◽  
Giselle B. Esquivel ◽  
John C. Houtz
Keyword(s):  
School Psychology ◽  
Exploratory Study ◽  
Psychology Program ◽  
Bilingual School Psychology ◽  
Bilingual School

scholarly journals An Examination Of The Roles Of State School Psychology Consultants

2018 ◽  
Vol 11 (3) ◽  
pp. 99-112
Author(s):  
Chung-Hau Fan ◽  
Jennifer L. Gallup ◽  
I-Chen Wu ◽  
Jeremy W. Ford
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
State School ◽  
Job Responsibilities ◽  
Practice Model ◽  
Roles And Responsibilities ◽  
Psychological Service ◽  
Policy Guidance ◽  
Professional Resources

With the increasing visibility of state school psychology consultants (SSPCs) across the nation, there is a pressing need to understand their roles and functions relative to serving their stakeholders. In addition, it is unclear whether current SSPC job responsibilities are aligned with the National Association of School Psychologists’ (NASP) practice model, which can help ensure the quality of school psychological service delivery. A qualitative case study design was conducted with interviews to examine the job responsibilities of SSPCs (e.g., provision of consultation, policy guidance, professional development, coordination of professional resources and services). The qualitative analysis revealed three main themes: (a) service provision, (b) collaborative roles and efforts, and (c) systems improvement across the state, which were aligned with different levels of domains in the NASP practice model. The findings can help inform the roles and responsibilities of SSPCs and the development of new SSPC functions. Implications for conceptualization of the SSPC initiative in relation to the NASP practice model for future practice are discussed. 

PREDOCTORAL PSYCHOLOGY INTERN SELECTION: DOES PROGRAM TYPE MAKE A DIFFERENCE?

2003 ◽  
Vol 31 (3) ◽  
pp. 313-321 ◽  
Author(s):  
Harvey L. Gayer ◽  
Michael B. Brown ◽  
Betty E. Gridley ◽  
James H. Treloar
Keyword(s):  
School Psychology ◽  
Clinical Psychology ◽  
Counseling Psychology ◽  
Selection Process ◽  
Doctoral Program ◽  
Psychology Students ◽  
Psychology Programs ◽  
Program Type ◽  
Psychology Program ◽  
Clinical Psychology Program

The purpose of this study was to determine whether or not the type of program (school psychology, clinical psychology or counseling psychology) is a factor in the predoctoral psychology internship selection process. Simulated application materials describing a prospective intern, identical in all respects except for the doctoral program type, were randomly sent to 535 directors of Association of Psychology Postdoctoral and Internship Centers (APPIC) internship sites. One-third of the sites each received application materials that indicated that the student's training was in an APA-accredited clinical psychology program, an APA-accred- ited counseling psychology program, or an APA-accredited school psychology program. Internship directors or intern selection committee members from 302 APPIC-listed internship sites responded, resulting in a 58% response rate.There is a pattern of greater acceptance for students from clinical psychology programs, with students from counseling psychology programs accepted somewhat less frequently, and stu- dents from school psychology programs being most often rejected. The results suggest that internship selectors may use a judgment heuristic that clinical psychology students are more suited to internships than are counseling and – especially – school psychology students during initial screening of internship applicants, even though there is no empirical evidence to support the heuristic. Internship selectors are advised to become more aware of potential biases toward students from counseling and school psychology programs.

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