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School Psychologists and the Assessment of Childhood Internalizing Disorders

Perceived Knowledge, Role Preferences and Training Needs

University at Albany, State University of New York, NY, USA, dmiller{at}uamail.albany.edu

LaRae M. Jome

University at Albany, State University of New York, NY, USA

This study examined the perceptions of a national sample of school psychologists in the United States regarding their knowledge, preferred roles and training needs in the assessment of nine prominent childhood internalizing disorders. Knowledge about all disorders was rated by respondents as being at least fairly important. In particular, knowledge regarding school phobia/refusal and suicidal threats and acts were perceived as being especially important for school psychologists and assessing these disorders was viewed as an appropriate role for school psychologists. The school-based assessment of eating disorders was rated lowest in terms of need for knowledge and as an appropriate role for school psychologists. The majority of the sample indicated they needed some or significant additional training in the assessment of all nine disorders. Participants also rated the utility of various instruments for assessing internalizing disorders, with child self-reports and interviews rated as particularly important.

Key Words: assessment • children • disorders • internalizing • school psychologists • schools

School Psychology International, Vol. 29, No. 4, 500-510 (2008)
DOI: 10.1177/0143034308096432


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