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School Psychology International
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What's this?

Professional Development Issues for School Psychologists

What's Hot, What's Not in the United States

Andrew C. Wnek

The College of William and Mary, Williamsburg, VA, USA, acwnek{at}wm.edu

Gabrielle Klein

The College of William and Mary, Williamsburg, VA, USA, geklei{at}wm.edu

Bruce A. Bracken

The College of William and Mary, Williamsburg, VA, USA, babrac{at}wm.edu

This study queried practicing school psychologists in the United States about the extent to which advances in the field have improved their individual service provision and fostered a desire for additional professional development. The researchers surveyed 1,000 members of the largest professional organization for school psychologists in the United States (NASP) and examined 336 survey respondents' perceptions as a total sample and by demographic subgroups. The results highlight the uniformity of US psychologists' perceptions, nationwide, regardless of respondents' demographic characteristics. The researchers conclude that school psychologists should more actively advocate for and influence the direction of future training initiatives and local, state, national and international organizations should provide professional development in alignment with the needs of practicing psychologists.

Key Words: assessment • intervention • professional development • roles and issues • school psychology • United States

School Psychology International, Vol. 29, No. 2, 145-160 (2008)
DOI: 10.1177/0143034308090057
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