Monitoring Professional Competence in School Psychology
The aim of this book is to help school psychologists, new and seasoned, to develop the competencies needed to be a school psychologist. Throughout the text we conceptualize competence in school psychology similarly to the model published by NASP (2006) in School Psychology: A Blueprint for Training and Practice III (Blue Print III), as it serves as a guide for training and practice in school psychology and offers a developmental training model for school psychologists. The developmental model proposes that school psychologists do not enter the work force as experts but develop expertise as their careers progress. In keeping with this model, this book is intended to help school psychologists make progress on the continuum from novice to expert school psychologist. The eight overarching competency domains in school psychology articulated in Blue Print III are depicted in Fig. 16.1. As explicated in Blue Print III, for school psychologists to be effective, they must have a broad and deep understanding of the skills encompassed in each domain, as well as an ability to apply and integrate these skills fluently in everyday practice. This chapter offers a summation of the school psychology competencies described in each chapter. At the end of each chapter, a checklist is provided, which is to be used with the DECAF for the express purpose of assisting the novice and more seasoned school psychologist monitor and develop competence in school psychology by establishing professional goals.
KeywordsSchool Psychologist Special Education Service Intensive Service Instructional Leader Foundational Knowledge
- National Association of School Psychologists. (2006). School psychology: A blueprint for training and practice III. Bethesda, MD: National Association of School Psychologists.Google Scholar