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The Case for Functional Pedagogical Skills in School Psychology Training: An Empirical Investigation

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Handbook of Community Movements and Local Organizations in the 21st Century

Part of the book series: Handbooks of Sociology and Social Research ((HSSR))

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Abstract

In the last twenty years, the field of school psychology has changed much of its focus in service provision, from a reactive and individually-oriented intervention model to a proactive and systems-based prevention model. In the last decade, the field has also transformed its positions regarding the ways in which skills of future school psychologists should be assessed: current standards regarding adequate preparation require the demonstration of skills in a competency-based framework. One key competency, described in training standards as prevalent in all aspects of service provision, is consultation. This competency requires the consultant to be able to instruct adults, but teaching is not named specifically as a skill within the standards. The chapter begins with a brief review of relevant historical trends and an overview of consultative practice within the discipline of school psychology. The most recent standards for preparing future school psychologists are considered in light of a definition of teaching, to demonstrate that teaching is a tacitly assumed skill within many domains of practice. A review of relevant literature frames the present study, which qualitatively investigates nine school psychology professors’ training priorities and practices relative to training students how to teach. Finally, implications of findings and recommendations for further inquiry are discussed.

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Authors and Affiliations

  1. Department of Education, Bucknell University, 467 Olin Science Building, 1 Dent Dr., Lewisburg, PA, 17837, USA

    Amy F. Golightly

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  1. Amy F. Golightly
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Correspondence to Amy F. Golightly .

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Editors and Affiliations

  1. School of Policy and Practice, University of Pennsylvania, Philadelphia, Pennsylvania, USA

    Ram A. Cnaan

  2. Department of Sociology and Anthropology, Bucknell University, Lewisburg, Pennsylvania, USA

    Carl Milofsky

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Golightly, A.F. (2018). The Case for Functional Pedagogical Skills in School Psychology Training: An Empirical Investigation. In: Cnaan, R., Milofsky, C. (eds) Handbook of Community Movements and Local Organizations in the 21st Century . Handbooks of Sociology and Social Research. Springer, Cham. https://doi.org/10.1007/978-3-319-77416-9_28

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  • DOI: https://doi.org/10.1007/978-3-319-77416-9_28

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  • Online ISBN: 978-3-319-77416-9

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