Expanding Professional Opportunities and Improving the Quality of Training: A Look Toward the Next Generation of School Psychologists

Abstract

The impelling need to reexamine current approaches to training is evidenced by federal legislation; conceptual appeals to broaden partnerships, populations served, and service delivery settings; and, empirical research. This article advocates an alternative model of psychological service delivery that envisions school psychology in settings outside education agencies. We hold that university programs must accelerate efforts to train psychologists with a broader range of skills by altering both the content and process of didactic and supervised activities. Inservice and continuing education for practicing psychologists is emphasized to enhance their conceptual knowledge and applied skills for service delivery within an ecological context beyond school buildings. Specific suggestions for changing the manner in which students are taught testing and assessment skills are provided. Recommendations are made for building greater diversity in practicum and internship sites, focusing attention on family and ethnic minority issues, and adopting a cross-discipline and interagency model of preservice and inservice education.

Additional information

Notes on contributors

Jack J. Kramer

Jack J. Kramer, PhD, received his doctorate from the University of South Carolina in 1979. He is Associate Professor of Educational Psychology and Director of the School Psychology Program and the Nebraska Psychology of Schooling Project at the University of Nebraska-Lincoln. His professional interests include the training of school psychologists, evaluation of school psychological services, and the dynamics of social interaction during problem solving sessions.

Susan Epps

Susan Epps, PhD, received her doctorate from the University of Minnesota in 1982. She is a pediatric psychologist at Meyer Rehabilitation Institute and University Hospital and a faculty member in the Department of Pediatrics, University of Nebraska Medical Center. She provides clinical services to children and families and hospital and community-based consultation. Her research focus is on developmental disabilities and dimensions of family reactions to infant chronic illness and prematurity.