Further Exploration in the Specialization of School Psychology: Graduate Training and Self-Study
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Further Exploration in the Specialization of School Psychology: Graduate Training and Self-Study Natalie R. Starling 1
&
Eric M. Elias 2 & Mykelle S. Coleman 1
Accepted: 14 September 2020 # California Association of School Psychologists 2020
Abstract In our previous article, Concentrations in School Psychology: Can specialization empower the evolution of the profession? (Starling, Elias & Coleman 2019), we reflected on how school psychologists can effectively address and respond to the myriad needs of our nation’s ever-changing schools. In this article, we revisit training, specifically in the areas of graduate programs and self-study. Further considerations are given to the ability and capacity for graduate programs to begin a process of establishing and maintaining a program that includes one or more specializations. We explore applicant backgrounds and admission processes, the development of curriculum, program formation, program approval, and ongoing program maintenance. We further examine self-study as an opportunity for school psychologists to further develop skills and expertise in a particular subject area that aligns with a specialization. While discussing each aspect, we also examine the possible challenges at the program, professional, and systems level. We conclude with recommendations for initial steps for programs and for individuals as well as innovative training practices that reach further to meet the skill needs in the potential areas of specialization. As a result, a preliminary blueprint is presented as a flowchart of steps and stages of the program innovation process. While our discussion will be grounded in supporting future training practices, we acknowledge that some of our hypotheses and suggestions could be strengthened through empirical study. To address this, we will also provide recommendations for future practice related to the evolution of specialization in school psychology. Keywords Graduate training . Concentrations . Specialization . Self-study
As school psychologists, we are expected to provide services across a number of specific skill-domains, keeping pace with or even one step ahead of the continuing needs of schools and the ever-changing educational landscape. In an earlier publication, we recognized that specialization in the field could fulfill this need (Starling et al. 2019). School psychologists are required to integrate multiple skill sets and must have indepth knowledge and expertise in various areas. We explored how specialization can empower school psychologists and
* Natalie R. Starling [email protected]; [email protected] Eric M. Elias [email protected] Mykelle S. Coleman [email protected] 1
Southern Connecticut State University, 501 Crescent Street, New Haven, CT 06515-1355, USA
2
Meriden Public Schools, 70 Overlook Rd, Meriden, CT 06450, USA
better impact service delivery. In addition, we provided potential topics and areas for specialization that can promote the overall learning, behavior, and mental health of students. Currentl
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