While trends in graduate training in school psychology indicate a movement towards an increasing emphasis on consultation and decreasing emphasis on assessment (Anton-LaHart & Rosenfield, 2004), there remains a gap between training and practice for professional school psychologists (Harrison, et al., 2004). The present study provided an examination of practitioner views for graduates of both specialist and doctoral training programs from 2006 through 2011 at a single NASP-approved, NCATE-accredited university setting. The primary purpose of this study was to examine alumni practitioners' perspectives of the effectiveness of their coursework and fieldwork experiences in preparing them for their professional roles as a school psychologist. Practitioners found the most value in their coursework that provided practical skills and training in application of theoretical concepts. Alumni ratings of fieldwork including the practicum and internship experiences, yielded the highest means when compared to ratings of other program components.
","abstract_html":"<p>While trends in graduate training in school psychology indicate a movement towards an increasing emphasis on consultation and decreasing emphasis on assessment (Anton-LaHart & Rosenfield, 2004), there remains a gap between training and practice for professional school psychologists (Harrison, et al., 2004). The present study provided an examination of practitioner views for graduates of both specialist and doctoral training programs from 2006 through 2011 at a single NASP-approved, NCATE-accredited university setting. The primary purpose of this study was to examine alumni practitioners' perspectives of the effectiveness of their coursework and fieldwork experiences in preparing them for their professional roles as a school psychologist. Practitioners found the most value in their coursework that provided practical skills and training in application of theoretical concepts. Alumni ratings of fieldwork including the practicum and internship experiences, yielded the highest means when compared to ratings of other program components.</p>","abstract_has_math":false,"creators":["Satchwell, Mary S."],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Dissertation","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-01-01T08:00:00Z","date_published":"2013-01-01T08:00:00Z","updated_at":"2026-07-24T02:55:50Z","subjects":["Doctoral","Graduate training","Specialist","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://ecommons.luc.edu/luc_diss/685","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Satchwell, Mary S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-31T17:14:21Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Doctoral","Graduate training","Specialist","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://ecommons.luc.edu/luc_diss/685"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["While trends in graduate training in school psychology indicate a movement towards an increasing emphasis on consultation and decreasing emphasis on assessment (Anton-LaHart & Rosenfield, 2004), there remains a gap between training and practice for professional school psychologists (Harrison, et al., 2004). The present study provided an examination of practitioner views for graduates of both specialist and doctoral training programs from 2006 through 2011 at a single NASP-approved, NCATE-accredited university setting. The primary purpose of this study was to examine alumni practitioners' perspectives of the effectiveness of their coursework and fieldwork experiences in preparing them for their professional roles as a school psychologist. Practitioners found the most value in their coursework that provided practical skills and training in application of theoretical concepts. Alumni ratings of fieldwork including the practicum and internship experiences, yielded the highest means when compared to ratings of other program components.
"]},{"key":"dc:title","label":"Title","values":["Effectiveness of Graduate Training in School Psychology: Perspectives of Graduate Practitioners"]}]}],"canonical_facts":{"dc:creator":["Satchwell, Mary S."],"dc:date.available":["2016-03-31T17:14:21Z"],"dc:description.abstract":["While trends in graduate training in school psychology indicate a movement towards an increasing emphasis on consultation and decreasing emphasis on assessment (Anton-LaHart & Rosenfield, 2004), there remains a gap between training and practice for professional school psychologists (Harrison, et al., 2004). The present study provided an examination of practitioner views for graduates of both specialist and doctoral training programs from 2006 through 2011 at a single NASP-approved, NCATE-accredited university setting. The primary purpose of this study was to examine alumni practitioners' perspectives of the effectiveness of their coursework and fieldwork experiences in preparing them for their professional roles as a school psychologist. Practitioners found the most value in their coursework that provided practical skills and training in application of theoretical concepts. Alumni ratings of fieldwork including the practicum and internship experiences, yielded the highest means when compared to ratings of other program components.
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