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date: 04 December 2020

Abstract and Keywords

Although school psychology roles and functions have often been shaped by federal, state, and local educational policies, forces within school psychology have contributed essential information that has helped shape the discipline in its current form. This chapter focuses on areas within school training programs that may influence how the profession is practiced and how it is perceived by key stakeholders (i.e., teachers, school administrators) in the future. The chapter first provides a brief overview of the current state of school psychology training programs, followed by three specific emerging areas of training that often complement core training emphases on assessment, intervention, consultation, ethics, and other roles. These areas are evidence-based practice, practice in nonschool settings, and student advocacy. Other suggested areas for school psychology training programs conclude the chapter.

Keywords: training, evidence-based practice, nontraditional, advocacy

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