Abstract Transition services support students with disabilities in accessing post-secondary school opportunities including employment. This study used both quantitative and qualitative methods to gather data on practicing school psychologists’ experiences, attitudes, and training related to the school to employment transition process. Participants’ responses on surveys (n = 38) and interviews (n = 7) indicated that school psychologists see themselves as having skills that would contribute to the transition process but that they experience barriers such as resource allocation, lack of training, and minimal knowledge of the empirical support for transition services that make it difficult to participate. The results also suggest that school psychologists have existing skills that could be applied to the transition process. Recommendations are provided as to how school psychologists can support youth school-to-work transition with minimal adjustment to their existing role.

中文翻译：

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学校心理学家在以就业为重点的过渡服务中的作用

摘要过渡服务支持残疾学生获得中学后的机会，包括就业机会。这项研究使用定量和定性方法来收集有关实践学校心理学家的经验，态度和与学校向就业过渡过程相关的培训的数据。参与者对调查（n = 38）和访谈（n = 7）的回答表明，学校心理学家认为自己具有有助于过渡过程的技能，但是他们遇到诸如资源分配，缺乏培训和知识不足等障碍对难以参与的过渡服务的实证支持。结果还表明，学校心理学家具有可以应用于过渡过程的现有技能。