@article{90f47c4721e5453d8ccbb648e1d7d848,
title = "Identifying the training experiences and needs of bilingual school psychologists",
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.",
keywords = "English language learners, bilingual school psychologists, bilingual school psychology, cultural competence, multicultural training",
author = "Desire{\'e} Vega and Wolf, {Jaclyn N.} and Barton, {Dylan O.} and Michele Stathatos and Charlotte Iurino and Lily Hammer",
note = "Funding Information: In their seminal article, Rosenfield and Esquivel ( ) described the bilingual training model at Fordham University; they identified cross‐cultural expertise, bilingual assessment knowledge, and language proficiency as key components of bilingual programs. More recent research by Vega, Lasser, and Plotts ( ) reviewed the bilingual training program, Project SUPERB (Students Using Psychology and Education to Reach Bilinguals), at Texas State University. The grant‐funded training program provided BSP trainees with financial support, relevant coursework in bilingual assessment and multiculturalism from faculty with relevant expertise, and field experiences under bilingual supervision. Ding, Cho, Wang, and Yu ( ) discussed the bilingual training structure at Fordham University and the need for training of BSPs. They emphasized an integration model, where bilingual content was infused throughout the curriculum. They also focused on training competencies in language, assessment, counseling, consultation, and multiculturalism. These articles, though they do not examine training outcomes, provide guidance for trainers seeking to develop new or enhance existing bilingual training programs. Publisher Copyright: {\textcopyright} 2019 Wiley Periodicals, Inc. Copyright: Copyright 2019 Elsevier B.V., All rights reserved.",
year = "2019",
month = dec,
day = "1",
doi = "10.1002/pits.22288",
language = "English (US)",
volume = "56",
pages = "1687--1699",
journal = "Psychology in the Schools",
issn = "0033-3085",
publisher = "Wiley-Liss Inc.",
number = "10",
}