Institutions offering graduate training and financial assistance in school psychology

French, Joseph L.; Smith, Donald C.; Cardon, Bartell W.

doi:10.1016/0022-4405(68)90072-1

Cited by 18 publications

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“…In contrast to an earlier study (Cardon & French, 1968-1969 which found that 61% of the students enrolled in school psychology programs were matriculated at the master's level, this survey shows only 46% of the students were enrolled in master'sdegree programs, while 33% were enrolled in doctoral programs and 21% were in intermediate programs.…”

Section: Students and Supportcontrasting

confidence: 99%

“…Based on an actual count of 3,633 students enrolled in 99 of the 112 programs surveyed, the number of students enrolled in school psychology programs at all levels was estimated to be about 4,000, of whom approximately half were enrolled full time. In, 1967In, -1968, 1,814 students were reported, of whom 45% were full time. The number of institutions offering programs increased by 25, but student population increased even more rapidly, indicating that programs in 1969-1970 were admitting larger numbers of students.…”

Section: Discussionmentioning

confidence: 99%

“…The questionnaire was mailed in December 1970 to 140 graduate programs. The program list was based on a list printed earlier in 1968 (French, Smith, & Cardon, 1968) reporting 87 universities and colleges of the 241 members of the Council of Graduate Schools who had said they were offering formal programs to prepare school psychologists. This list was supplemented by the addition of institutions reporting school psychology programs in the American Psychological Association's bulletin on Graduate Study in Psychology, 1971-72, institutions listed in addenda published subsequent to the 1968 listing in the Journal oj School Psychology, and those mentioned in various journals and notices which indicated that new programs in school psychology were being developed.…”

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Characteristics of graduate training programs in school psychology.

Bardon¹,

Walker²

1972

American Psychologist

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part of an earlier report (Bardon, Costanza, & Walker, 1971) on institutions offering graduate training and financial aid in school psychology during 1970-1971, information was collected describing various characteristics of those programs responding to the survey questionnaire. The questionnaire was mailed in December 1970 to 140 graduate programs. The program list was based on a list printed earlier in 1968 (French, Smith, & Cardon, 1968) reporting 87 universities and colleges of the 241 members of the Council of Graduate Schools who had said they were offering formal programs to prepare school psychologists. This list was supplemented by the addition of institutions reporting school psychology programs in the American Psychological Association's bulletin on Graduate Study in Psychology, 1971-72, institutions listed in addenda published subsequent to the 1968 listing in the Journal oj School Psychology, and those mentioned in various journals and notices which indicated that new programs in school psychology were being developed. A second mailing was sent in March 1971 to nonresponding institutions. Eighteen institutions failed to respond to either the first or second mailing, four reported they did not have programs, and six had discontinued their school psychology programs. One hundred and twelve programs in school psychology were located, as compared with 87 in 196887 in and 79 in 196487 in (Smith, 1964. Program data presented are based on information about' the 1969-1970 academic year.

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Section: Students and Supportcontrasting

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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confidence: 99%

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Characteristics of graduate training programs in school psychology.

Bardon¹,

Walker²

1972

American Psychologist

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“…In 1964, 79 programs were identified (Smith, 1964). By 1968, the number of programs had grown to 87 (French, Smith, & Cardon, 1968). In 1969, there were 112 programs (Bardon, Costanza, & Walker, 1971); and in 1973, 147 active graduate programs were identified (Bardon & Wenger, 1974).…”

Section: Current Trends In School Psychology: Training and Manpowermentioning

confidence: 99%

The state of the art (and science) of school psychology.

Bardon¹

1976

American Psychologist

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Factors influencing the practice of school psychology are examined, and the suggestion is made that school psychology may serve as a basis for determining what lies ahead for all of professional psychology. Trends in training, manpower needs, and -practice are discussed. It is concluded that professional schools offer one important way to solve the entry-level problem in psychology; that the current disruptions in effective practice may lead to new ways of functioning not possible before; and that the dissolution of specialty practice in psychology is probable sometime in the future.

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“…Periodic studies have attempted to assess the nature and extent of school psychology training in the United States. Five major studies were undertaken between 1965 and 1974 with the primary objective of identifying the number of institutions of higher education housing graduate school psychology training programs (Bardon, Constanza, & Walker, 1971; Bardon & Wenger, 1974;French, Smith, & Cardon, 1968;Patros, Gross, & Bjorn, 1972;Smith, 1964). Inspection of the results of these studies reveals a relatively rapid increase in the number of programs identified during that ten-year period.…”

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The training of school psychologists in the United States: An overview

Brown

Lindstrom

1978

Psychol. Schs.

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A comprehensive study was undertaken to investigate the "state of the art" in the training of school psychologists. The data indicate that the rate of growth in the number of programs is increasing, especially a t the sixth-year level. Data are presented on student and faculty demographics and characteristics. While evidence exists for the notion of program proliferation, the impact of such growth cannot be assessed without accurata data regarding present and future market demand.Periodic studies have attempted to assess the nature and extent of school psychology training in the United States. Five major studies were undertaken between 1965 and 1974 with the primary objective of identifying the number of institutions of higher education housing graduate school psychology training pro-). Inspection of the results of these studies reveals a relatively rapid increase in the number of programs identified during that ten-year period. Smith identified some 63 programs in 1964, while Bardon and Wenger reported 143 in 1974. Thus the number of programs had more than doubled during that period, with a mean of eight programs emerging per year. Such rapid expansion was, at once, both a sign of growth for the profession and a cause for concern. However, difficulties in data collection experienced by these investigators make the process of determining the significance of these studies somewhat difficult. Of particular concern to most authors was the percentage of programs responding in complete detail to surveys. In addition, varying numbers of programs responded with percentages ranging from 60 to approximately 88%.Perhaps the most complete study performed to date was that of Bardon and Wenger. Their research produced reasonably comprehensive information on the number of training institutions, the types of degrees conferred, the availability of financial assistance, and the primary departmental affiliation. Bardon and Wenger concluded that while their data were essentially accurate, they could not be considered definitive, since many programs did not respond completely to their survey. I n addition, concern about the program identification techniques employed was expressed.The present study was undertaken in order to provide essentially parametric data which could be utilized in performing trend analysis regarding training procedures. It was deemed essential by the investigators that the number of dimensions examined not be restricted in order to simplify data collection and analysis. Such restrictions were seen as a major weakness of previous studies. Information relating to the graduation rate of school psychologists at the national and state level was seen as especially critical. Such data bad not been collected in previous studies. Thus, no baseline had been established upon which to measure rate of growth in the 'This study was su ported jointly by the National Awociation of School Psychologists and the National Certification froject a t James Madison University. I t is part of an ongoing effort for the collection of inf...

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Institutions offering graduate training and financial assistance in school psychology

Cited by 18 publications

References 0 publications

Characteristics of graduate training programs in school psychology.

Characteristics of graduate training programs in school psychology.

The state of the art (and science) of school psychology.

The training of school psychologists in the United States: An overview

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