Text

theses

Many students with mental health problems are only receiving mental health services in schools. Yet, the role of the school psychologist continues to be narrowly defined as an evaluator. This study surveyed 93 school psychologists working in schools in Central New Jersey to investigate areas of professional development and clinical supports for the delivery of mental health services such as supports needed, frequency and usefulness of in-service professional development, preferences for formats for training, opinions about clinical supervision, and preferences for clinical supports. Additionally, this study surveyed 41 school administrators working within central New Jersey to ascertain their willingness and opinions about feasibility for implementing professional development and clinical supports for school psychologists. Participants' type of degree was examined in relation to the above-mentioned components. Results revealed that school psychologists indicate professional development, resources and administrative support as needed to provide mental health services. Unfortunately, school psychologists do not have access to in-service professional development. Professional development that addresses areas of interest are perceived as useful along with preferred styles of trainings, which are discussion and case study. Similarly, school psychologists are not receiving clinical supervision, but are willing to engage in alternative forms of clinical supports such as case conferencing, topic-specific meeting, mentoring with a small group of peers with an experienced peer and mentoring with an experienced peer. However, most school psychologists are only willing to participate in these activities annually or on an as-needed basis. Fewer school psychologists are willing to participate monthly and even less weekly. School psychologists with doctoral degrees reported greater levels of competency than masters level school psychologists in individual counseling, group counseling, mental health screening, provision of mental health services, and consultation. School administrators perceive single session training as feasible to implement along with other clinical supports that occur monthly. Other supports that occur more frequently are perceived as not as feasible with less likelihood of being implemented. Future research should survey school psychologists and administrators from other areas in New Jersey and other states. Additionally, further research should clarify the role of the administrator as one that supervises school psychologists.

ETD_7559

Psy.D.

Includes bibliographical references

by Dana Freed

doi:10.7282/T3FN18GN

ETD doctoral

The author owns the copyright to this work.