Identifying the training experiences and needs of bilingual school psychologists

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

Research output: Contribution to journalArticle

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 languageEnglish (US)
Pages (from-to)1687-1699
Number of pages13
JournalPsychology in the Schools
Volume56
Issue number10
DOIs
StatePublished - 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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    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