Identifying the training experiences and needs of bilingual school psychologists

Desireé Vega; Jaclyn N. Wolf; Dylan O. Barton; Michele Stathatos; Charlotte Iurino; Lily Hammer

doi:10.1002/pits.22288

Identifying the training experiences and needs of bilingual school psychologists

Desireé Vega, Jaclyn N. Wolf, Dylan O. Barton, Michele Stathatos, Charlotte Iurino, Lily Hammer

Disability and Psychoeducation Studies

Research output: Contribution to journal › Article

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.

Original language	English (US)
Pages (from-to)	1687-1699
Number of pages	13
Journal	Psychology in the Schools
Volume	56
Issue number	10
DOIs	https://doi.org/10.1002/pits.22288
State	Published - Dec 1 2019

Keywords

bilingual school psychologists
bilingual school psychology
cultural competence
English language learners
multicultural training

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1002/pits.22288

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Vega, D., Wolf, J. N., Barton, D. O., Stathatos, M., Iurino, C., & Hammer, L. (2019). Identifying the training experiences and needs of bilingual school psychologists. Psychology in the Schools, 56(10), 1687-1699. https://doi.org/10.1002/pits.22288

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