Meeting Current Challenges in School Psychology Training: The Role of Problem-Based Learning

Abstract

This article reports a national study of 13 of the 16 school psychology programs in the United Kingdom that utilize problem-based learning (PBL) approaches to train psychologists. Each program identified a key informant who could describe the strengths, weaknesses, and possibilities for development of this instructional approach. Telephone interview transcripts were analyzed qualitatively using thematic analysis procedures. Strengths identified included the compatibility of a PBL approach with existing program philosophy and the benefits of student self-directed learning to build generalizable knowledge, deal with uncertainty, enhance confidence, work collaboratively, and integrate psychological theory and practice. Themes relating to the perceived weaknesses of PBL included assessment challenges, ensuring adequate time and curriculum coverage, and issues relating to group dynamics. Adaptations made by programs delivering PBL involved updating content, revising structures, developing assessments, and implementing tutor training to facilitate PBL. This study highlights the key lessons learned from implementing PBL in one context, offering the potential for school psychology trainers to develop this approach more widely.

Keywords:

• Training in School Psychology
• Adult Assessment
• International School Psychology
• Professional Issues in School Psychology
• Problem-based learning
• PBL

Notes

1 Parenthetical titles such as S.1 accompany references to each theme to remind readers to refer to Table 1 for definitions and description.

Additional information

Notes on contributors

Sandra Dunsmuir

Sandra Dunsmuir is Professor of Educational and Child Psychology and Director of the Educational Psychology Group at University College London. She is also co-director of the UCL postgraduate programs in cognitive behavior therapy. Sandra has an interest in teaching and learning at all levels of the educational system. Her research publications focus on professional learning, relationships and communication, and interventions to support children's literacy development and mental health.

Norah Frederickson

Norah Frederickson is Emeritus Professor of Educational Psychology at University College London. Her research publications include the following areas of focus: professional education in educational psychology, psychological assessment, applications of systems theory in education, and factors influencing inclusion and belonging in school, in particular for children with special needs and disabilities.

Jane Lang

Jane Lang is a research fellow with the Educational Psychology Group at University College London. In addition to collaborating on research projects, she supports educational psychology students in qualitative data analysis and the use of software packages.