The lack of representation of educational psychology and school psychology in introductory psychology textbooks

Lucas, Jennifer L.; Blazek, Melissa A.; Raley, Amber B.; Washington, Christi

doi:10.1080/01443410500041318

Cited by 12 publications

(10 citation statements)

References 7 publications

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“…There is not much evidence to suggest whether psychology departments are adequately informing students about the graduate specialization areas of psychology, especially school psychology, nor about the potential for careers in the various areas of psychology. Some have asserted that exposure to school psychology in undergraduate psychology education is minimal (Leong & Poynter, ; Lucas, Blazek, Raley, & Washington, ; Miller & Gentile, ). Yet, when Gilman and Handwerk () examined knowledge of clinical, school, and other psychology specializations in undergraduate students from psychology, education, and other majors, they found that, in general, undergraduates across all majors reported slightly higher knowledge of school psychology than clinical psychology.…”

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confidence: 99%

Undergraduate Student Preferences for Graduate Training in Psychology: Implications for School Psychology

Stinnett

Bui

Capaccioli

2013

Psychology in the Schools

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There continues to be a critical shortage of school psychologist practitioners and academicians. Undergraduate students in psychology, education, and other majors (N = 674) from a large comprehensive university in the southwest completed an examiner‐made web‐based questionnaire designed to assess their attitudes and preferences for choosing graduate training in psychology. There were differences among the participants on Interest in Graduate School, Child Interests, Attitude toward Research, and Exposure to School Psychology. Psychology majors were more interested in graduate school than all other majors in the sample and were more interested in research than “other” majors. Psychology majors reported significantly less exposure to school psychology than “other” majors. Examination of the endorsement patterns of the participants indicated the following. Generally, misconceptions about school psychology were not endorsed at high levels. Sixty seven percent of the sample indicated they would attend graduate school. And 77% of the participants also endorsed items indicating they had interests in focusing on children and child related problems. The participants did specify there were some geographic restraints related to choice of graduate school. Fifty to 60% of the participants agreed they had personal qualifications which would make them highly competitive for graduate school admission. Implications for school psychology recruitment are offered.

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confidence: 99%

Undergraduate Student Preferences for Graduate Training in Psychology: Implications for School Psychology

Stinnett

Bui

Capaccioli

2013

Psychology in the Schools

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“…Prior investigations of coverage of applied fields have focused on single specializations (Maynard, Geberth, & Joseph, 2002;Wise, 1981) or a comparison of two specializations (Lucas, Blazek, Raley, & Washington, 2005), or have sampled only a subset of introductory texts (Dixon et al, 1997). It is difficult to compare the results of previous studies concerning coverage because of different methods and materials.…”

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confidence: 99%

The Representation of Applied Psychology Areas in Introductory Psychology Textbooks

Haselhuhn

Clopton

2008

Teaching of Psychology

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Many psychology majors indicate helping others as a reason for majoring in psychology, yet many enter positions not closely related to the field. This discrepancy may be due to a lack of student knowledge of the applied areas of psychology. The purpose of this study was to investigate the coverage of clinical, counseling, industrial/organizational, and school psychology in a sample of current, full-length introductory psychology textbooks. This study explores the extent and accuracy of coverage of applied areas in 32 full-length textbooks published between 2001 and 2006. Industrial/organizational psychology had the most extensive coverage, followed by clinical, counseling, and school psychology. Counseling psychology had the lowest rate of accuracy in coverage.

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“…This framework was recently adapted to examine career decisions within school psychology. Although SCCT is a complex framework, with numerous constructs, most scholars within school psychology have focused on four primary constructs, those being learning experiences, self‐efficacy, outcome expectations, and choice‐intentions (e.g., Bocanegra, Gubi, & Cappaert, ; Graves & Wright, ; Lucas et al, ). Learning experiences are experiences throughout a person's life that inform them about possible career paths.…”

Section: Social Cognitive Career Theorymentioning

confidence: 99%

“…The handful of studies that have been conducted have found school psychology to be underrepresented in undergraduate psychology textbooks and coursework (Haselhuhn & Clopton, ; Lucas, Blazek, Raley, & Washington, ). Furthermore, scholars have generally found that undergraduate psychology students have less exposure to and knowledge of school psychology than other professional psychology sub‐fields (i.e., counseling psychology, clinical psychology; Bocanegra, Gubi, Fan, & Hansmann, ; Lucas et al, ) and that students who reported greater knowledge and exposure also reported greater intentions of entering the school psychology profession (Bocanegra et al, ). It is important to note that this previous research has been correlational, as opposed to experimental, and has not examined whether participants later applied to a school psychology program.…”

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confidence: 99%

The impact of video exposure on students entering school psychology

Bocanegra

Gubi

Callan

et al. 2019

Psychology in the Schools

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School psychology is experiencing a shortages crisis. Within this two‐part study, the Social Cognitive Career Theory was used to examine the impact of video interventions on students' choice and application to school psychology programs. A sub‐sample of participants were followed across 4 years. Findings suggest that, when measured immediately before and after, a short video intervention had a significant impact on participants' perceived knowledge and intentions to apply to a school psychology training program. However, when measured across several years, the video was not found to have a significant impact on actual application to a school psychology training program. Nevertheless, exposure to school psychology from multiple sources was still found to be the best predictor of actually applying to a school psychology program. Study results highlight the importance of concerted efforts throughout the career development pipeline to expose students to the profession of school psychology.

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The lack of representation of educational psychology and school psychology in introductory psychology textbooks

Cited by 12 publications

References 7 publications

Undergraduate Student Preferences for Graduate Training in Psychology: Implications for School Psychology

Undergraduate Student Preferences for Graduate Training in Psychology: Implications for School Psychology

The Representation of Applied Psychology Areas in Introductory Psychology Textbooks

The impact of video exposure on students entering school psychology

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