The School Psychology Practicum: An Overview of Current Training and Supervision Practices in the United States

Authors

  • Daniel S. Newman University of Cincinnati
  • Karen L. Monahan Fort Mills School District
  • Yuanfang Liu University of Cincinnati
  • Callen E. Kostelnik University at Albany
  • Marilyn Wilson California State University
  • Lynne Thies Yeshiva University

DOI:

https://doi.org/10.67337/sptp.v36i1.83

Keywords:

school psychology training, graduate education, practicum, supervision

Abstract

This paper summarizes data from a national sample of school psychology training programs who were surveyed regarding practicum training and supervision practices. Data indicated variation across programs regarding practicum training, supervision, and evaluation practices. Although doctoral training programs expectedly required a statistically significant greater number of semesters and hours of practicum experiences than non-doctoral programs, practicum training otherwise appeared similar across training levels. Implications of the data are presented for school psychologist trainers regarding practicum training and supervision, as well as future directions for research and practice.

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Published

2019-01-01

How to Cite

Newman, D. S., Monahan, K. L., Liu, Y., Kostelnik, C. E., Wilson, M., & Thies, L. (2019). The School Psychology Practicum: An Overview of Current Training and Supervision Practices in the United States. School Psychology Training and Pedagogy, 36(1), 28–39. https://doi.org/10.67337/sptp.v36i1.83

Issue

Vol. 36 No. 1 (2019)

Section

Articles