The role of school psychologists: training vs. practice

Abstract

This study examined the perceptions of practicing school psychologists as they relate to the role and function of the profession. Surveys were sent to a national sample of 1,000 school psychologists randomly selected from the National Association of School Psychologist's (NASP) membership list. The survey solicited information about the training and current practice of school psychologists with regard to NASP's eleven domains of professional practice. The survey also assessed school psychologists' perceptions about their current job activities, preferred job activities, and professional role. Results indicated significant differences between the training emphases of the practitioners' school psychology training programs and the requirements of the profession. Other results found significant differences between the preferences of the practitioners and the amount of time they spend performing specific job-related activities.