Perceptions of Competencies Among School Psychology Trainers and Practitioners: What Matters?

Abstract

Increasingly, professional training programs are dealing with the need for competency‐based assessments of student learning outcomes. This is particularly challenging in fields such as school psychology, with competencies identified by multiple accrediting bodies and state requirements. The primary goal of this study was to examine the degree to which competencies espoused by differing accrediting bodies are perceived as important among school psychologists. One hundred nineteen participants responded to questions regarding the importance of competencies and foundational knowledge as delineated by the American Psychological Association, National Association of School Psychologists, Council for the Accreditation of Educator Preparation, state boards/departments of education, and best practices in the field. Findings indicated that respondents endorsed most skills as “Very Important” or “Extremely Important,” with slightly less favorable ratings for competencies addressing advocacy and supervision. Factor analysis of the items revealed a three‐factor structure labeled teaching/supervision, intervention, and assessment.

Competency standards in cognitive assessment course assignments: A national analysis of school psychology syllabi.

“…The evaluation of specific competencies in the area of Health Service Psychology (HSP) has received increased attention over the past several years (e.g., Belar, 2009; Daly et al, 2011; Fenning et al, 2015; Fouad et al, 2009). For instance, in their assessment of the beliefs of school psychology faculty and practitioners regarding competencies and skills required by accrediting agencies (e.g., APA and NASP), Fenning et al (2015) found that assessment was rated “Very Important” or “Extremely Important” by a majority of participants. This level of competency importance is reflected in the actual practice of school psychology.…”

Advancing advocacy: Lessons learned from advocates in school psychology.

“…Perhaps part of the reason for the lack of widespread integration of advocacy education within graduate programs may be linked to the importance that faculty members place on preparing their students to be advocates. In a recent survey of school psychologists about their perceptions of the most important competencies for practice, Fenning et al (2015) found that the largely faculty- and school-based practitioner sample (making up 79% and 11% of participants, respectively) considered advocacy, although still important, among the least highly rated activities. Their sample considered the activities associated with traditional school psychology practice (e.g., assessment, intervention) relatively more important than advocacy.…”