Morrison Julie Q, Davies Susan C, Noltemeyer Amity
CECH-School of Human Services, School Psychology Program, University of Cincinnati, P.O. Box 210068, Cincinnati, OH 45221-0068 USA.
University of Dayton, Dayton, OH USA.
Contemp Sch Psychol. 2022;26(1):14-21. doi: 10.1007/s40688-020-00319-4. Epub 2020 Sep 3.
Shortage of school psychologists in the USA jeopardizes the capacity of schools to meet the needs of struggling students. The aim of the study was to evaluate the progression of school psychologists through the professional preparation-to practice pipeline for attracting, preparing, and retaining school psychologists. Descriptive research methods were used to retrospectively track three annual cohorts of graduate students from eight school psychology programs as they progressed through key milestones in their preparation and early professional practice. The results indicate that a large percentage of students completed their graduate program and continued to work in the field 1-, 3-, and 5-year post-internship for a sample that was predominately White and female. The implications of the study reinforce previous calls for graduate programs to engage in targeted, personalized efforts for recruiting graduate students with minoritized cultural identities to better meet the needs of students from culturally and linguistically diverse backgrounds.
美国学校心理学家短缺危及学校满足困难学生需求的能力。本研究的目的是评估学校心理学家在从专业准备到实践的整个过程中的进展情况，以吸引、培养和留住学校心理学家。采用描述性研究方法，对来自八个学校心理学项目的三个年度研究生群体进行回顾性跟踪，观察他们在准备阶段和早期专业实践中的关键里程碑进展情况。结果表明，对于一个以白人女性为主的样本，很大比例的学生完成了研究生课程，并在实习后1年、3年和5年继续在该领域工作。该研究的意义强化了先前的呼吁，即研究生项目应开展有针对性的个性化努力，招募具有少数族裔文化身份的研究生，以更好地满足来自文化和语言背景多样的学生的需求。
