Premium
Expanding roles or evolving identity? Doctoral school psychologists in school vs. nonschool practice settings
Author(s) -
Short Rick Jay,
Rosenthal Susan L.
Publication year - 1995
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199510)32:4<296::aid-pits2310320408>3.0.co;2-h
Subject(s) - school psychology , psychology , identity (music) , perception , medical education , applied psychology , social psychology , medicine , physics , neuroscience , acoustics
The purpose of this study was to investigate variables related to the professional identity and career path of school‐based vs. non‐school‐based doctoral‐level school psychologists. Two hundred seventy‐three psychologists trained as school psychologists completed a questionnaire developed to investigate their training, experience, and perceptions. Respondents differed little by employment setting (school‐based vs. non‐school‐based) in reports of their training or experiences. However, significant differences were found among groups in two areas: ratings of relative importance of characteristics of employment setting, and perceived identity as a school psychologist.