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A Practical Guide to Building Professional Competencies in School PsychologyManaging Your Professional Practice as a School Psychologist

A Practical Guide to Building Professional Competencies in School Psychology: Managing Your... [The newly minted school psychologist enters the profession with a diverse array of skills and ­expectations. To get to this point in their career, they have succeeded in completing a difficult school psychology training program and a full year internship. The goal for many beginning school psychologists is to acquire fulfilling employment that will expect them to use their varied school ­psychology skills and to help children, adolescents, and families. Additionally, school psychologists look to school districts to provide them the opportunity to hone their professional skills as well as to update and acquire new skills as required for their individual development and as needed by the children and families in their place of employment. For many school psychologists, managing the expectations of their employment in concert with the ongoing skill development can be a challenge. This challenge has been noted to make new school psychologists most vulnerable to daily ­job-related stressors (Huebner & Mills, 1997).] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A Practical Guide to Building Professional Competencies in School PsychologyManaging Your Professional Practice as a School Psychologist

Editors: Lionetti, Timothy M.; Snyder, Edward P.; Christner, Ray W.
Fischetti, Barbara A.
A Practical Guide to Building Professional Competencies in School Psychology — Oct 23, 2010
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Publisher
Springer US
Copyright
© Springer Science+Business Media, LLC 2011
ISBN
978-1-4419-6255-3
Pages
51 –67
DOI
10.1007/978-1-4419-6257-7_4
Publisher site
See Chapter on Publisher Site

Abstract

[The newly minted school psychologist enters the profession with a diverse array of skills and ­expectations. To get to this point in their career, they have succeeded in completing a difficult school psychology training program and a full year internship. The goal for many beginning school psychologists is to acquire fulfilling employment that will expect them to use their varied school ­psychology skills and to help children, adolescents, and families. Additionally, school psychologists look to school districts to provide them the opportunity to hone their professional skills as well as to update and acquire new skills as required for their individual development and as needed by the children and families in their place of employment. For many school psychologists, managing the expectations of their employment in concert with the ongoing skill development can be a challenge. This challenge has been noted to make new school psychologists most vulnerable to daily ­job-related stressors (Huebner & Mills, 1997).]

Published: Oct 23, 2010

Keywords: Professional Development; School Psychologist; Psychological Service; Professional Development Activity; Practice Issue

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