Characteristics of School Psychology Graduate Education: Implications for the Entry-Level Discussion and Doctoral-Level Specialty Definition

Abstract

Recent school psychology surveys confirm that graduates and practitioners with specialist-level preparation dominate current practice and graduate program enrollment. Although opportunities for doctoral graduate education have expanded, the specialist level is likely to dominate future practice because most programs are in institutions that cannot offer doctoral degrees. Few differences exist in master's-, specialist-, and doctoral-level practice; however, the differences that do exist are consistent with the development of a doctoral specialty that emphasizes intervention design, consultation, and evaluation of treatments. Increasing similarities in the specialties of professional psychology are discussed (school and clinical child as well as counseling and adult clinical) as well as the institutional barriers to realignment of the specialties.

Additional information

Notes on contributors

Daniel J. Reschly

Daniel J. Reschly, PhD, is Distinguished Professor of Psychology and Interim Associate Dean of the College of Education at Iowa State University where he directs the school psychology program. Reschly writes on system reform, practice issues, legal issues in assessment and classification of minority children and youth, and behavioral consultation.

Marilyn S. Wilson

Marilyn S. Wilson, PhD, is Associate Professor of Psychology at California State University—Fresno. Her research focuses on training and practice in school psychology and on gender issues in psychology and education. Current studies include the relations among teacher self-efficacy, student behaviors and achievement, and special education referrals.