Identifying the Training Experiences and Needs of Bilingual School Psychologists

• In Event: AERA Poster Session 14
  In Poster Session: Division E Counseling Poster Session

Abstract

The purpose of this pilot study was to examine the training experiences of bilingual school psychologists and identify their training needs in the provision of psychological services to English language learners. 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 participated in the study; findings revealed four themes related to their training experiences: 1) programmatic limitations, 2) assumption that language equals competence, 3) going beyond the classroom, and 4) experiential training. The BSPs provided training recommendations in two major areas: 1) trainers and 2) culturally relevant curriculum. Implications for school psychology trainers will be provided.

Authors

• Desiree Vega, The University of Arizona

• Jaclyn Wolf, The University of Arizona

• Dylan Barton, The University of Arizona