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Perception of Competencies of Culminating School Psychologists Presented at the International Enhancement Themes Conference Glasgow, Scotland June 11-13 2013 Dr. Linda Smedley Dr. Diana Wheeler National University

Introduction Surveyed culminating candidates in school psychology training program Part of a more complex study Importance of perceived competencies in relation to university curriculum

Methods Study spanned 4 years (2008-2012) 96 culminating school psychologists surveyed 6 campuses across the state of California Survey questions based on NASP domains 50% focused on traditional activities 50% focused on nontraditional activities Likert Scale of 1-4 (“1” very high, “4” very low)

School Psychology Student Survey NU Campus__________________Course____________Gender______ Age_____ Undergraduate degree: ________________________________________________ Graduate degree earned: _________________________________________________ Credential/License: __________________________________________________ Current occupation __________________________________________________ Please rate your perception of your competence for each activity listed below. Competency Ratings: 1 = very high 2 = somewhat high 3 = somewhat low 4 = very low Question Competency PED 685 only 1. Participate in assessment of individual students 1 2 3 4 2. Provide consultation with teachers and staff regarding mental health issues 3. Develop and implement academic interventions, including IEPs 4. Develop and implement behavioral interventions 5. Assist administrators in developing school policies and practices 6. Provide and/or contribute to prevention or intervention programs 7. Promote and provide collaboration with families and others in the community 8. Participate in evaluation of site/district programs 9. Participate in professional development activities 10. Access, analyze, and utilize information sources from cutting-edge technology

Descriptor of NASP Domain Self Perception of School Psychology Culminating Candidate Competencies Domain Mean Score Roles* Descriptor of NASP Domain 1 3.30 T Participate in assessment of individual students 3 3.11 Develop and implement academic interventions, including IEPs 2 2.92 Provide consultation with teachers and staff regarding mental health issues 7 2.91 Promote and provide collaboration with families and others in the community 4 2.87 Develop and implement behavioral interventions 9 N Participate in professional development activities 6 2.81 Provide and/or contribute to prevention or intervention programs 10 2.77 Access, analyze, and utilize information sources from cutting-edge technology 8 2.32 Participate in evaluation of site/district programs 5 2.29 Assist administrators in developing school policies and practices *”T” represents traditional roles “N” represents nontraditional roles

Conclusions Culminating students continue to find confidence in traditional tasks Traditional tasks: assessments, consultation, IEP’s Nontraditional tasks: professional development, intervention programs, school policies Nontraditional (leadership) activities will expand skills and marketability