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Building competency in school psychology trainees through the use of primary project.
Training and Education in Professional Psychology ( IF 2.263 ) Pub Date : 2019-02-01 , DOI: 10.1037/tep0000210
Mary Anne Peabody , Margaret Hannah , Brittany M. Murphy , Lynn Smith , Melissa Reynolds Weber

Fieldwork is a signature pedagogy of school psychology training that provides robust opportunities for socialization into the professional field. This article examines the use of Primary Project, an evidence-based intervention provided in the school setting, as a pedagogical training tool. All 3 levels of school psychology graduate students at William James College—terminal masters, specialist (certificate of advanced studies), and doctoral candidates—participate in Primary Project during their first year of training. Using Primary Project as a systemic training tool begins the process of student competency acquisition, professional identity, and socialization into the profession. This qualitative study examines how students and faculty supervisors perceived their experiences with Primary Project and how their experiences may or may not have aligned with the National Association of School Psychologists practice domains. Discussion of how the American Psychological Association doctoral-level core competency framework is linked to the present study provides potential training opportunities at the clinical psychology doctoral level. Implications for practice and future research across all levels of school psychology training are offered.

中文翻译:

通过使用初级项目培养学校心理学学员的能力。

实地考察是学校心理学培训的标志性教学法,为社会化进入专业领域提供了良好的机会。本文研究了小学项目(一种在学校环境中提供的循证干预措施)作为教学培训工具的使用情况。威廉詹姆斯学院的所有 3 个级别的学校心理学研究生——最终硕士、专家(高级研究证书)和博士生——在第一年的培训期间都参加了初级项目。使用 Primary Project 作为系统的培训工具,开始了学生能力获取、职业认同和职业社会化的过程。这项定性研究调查了学生和教师主管如何看待他们在小学项目中的经历,以及他们的经历如何与全国学校心理学家协会的实践领域保持一致,也可能不一致。关于美国心理学会博士级核心能力框架如何与本研究相关联的讨论提供了临床心理学博士级的潜在培训机会。提供了对各级学校心理学培训的实践和未来研究的影响。
更新日期:2019-02-01
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