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Identifying the training experiences and needs of bilingual school psychologists
Author(s) -
Vega Desireé,
Wolf Jaclyn N.,
Barton Dylan O.,
Stathatos Michele,
Iurino Charlotte,
Hammer Lily
Publication year - 2019
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/pits.22288
Subject(s) - psychology , curriculum , competence (human resources) , experiential learning , school psychology , cultural competence , medical education , training (meteorology) , pedagogy , best practice , linguistic competence , social psychology , linguistics , medicine , philosophy , physics , meteorology , management , economics
Abstract The purpose of this pilot study was to better understand the training experiences of bilingual school psychologists (BSPs) and identify their training needs in the provision of psychological services to English language learner students. The secondary aims of the study were to determine how school psychology programs can better prepare BSPs and incorporate best practices in bilingual competencies into their training models. Six BSPs (Spanish/English‐speakers) participated in the study; findings revealed four themes related to their training experiences: (a) programmatic limitations, (b) assumption that language equals competence, (c) going beyond the classroom, and (d) experiential training. In addition, as a result of their training experiences, the BSPs provided training recommendations in two major areas: (a) trainers and (b) culturally relevant curriculum. Implications for school psychology trainers will be provided.