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ERIC Number: EJ1033007
Record Type: Journal
Publication Date: 2014-Aug
Pages: 17
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0033-3085
Survey of Nationally Certified School Psychologists' Roles and Training in Psychopharmacology
Shahidullah, Jeffrey D.; Carlson, John S.
Psychology in the Schools, v51 n7 p705-721 Aug 2014
A randomly selected group of Nationally Certified School Psychologists (NCSPs; n = 817) were mailed the 42-item "School Psychopharmacology Roles and Training Evaluation" (SPRTE) which inquired about their caseloads, practice roles as proposed by DuPaul and Carlson ([DuPaul, G. J., 2005]), and prior training in psychopharmacology. A modified "Tailored Design Methodology" (TDM; Dillman, Smyth, & Christian, [Dillman, D. A., 2009]), involving four mail-based contacts, was used to yield a 74% survey return rate (n = 607). Of the returned surveys, a 72% (n = 548) usable response rate was obtained and used in the present study. Consistent with prior literature, nearly all (99.6%) school psychologists reported serving at least one student taking psychotropic medication. Primary "direct" service roles included monitoring behavioral response to psychotropic treatment (28%), monitoring treatment side-effects (23%), and developing psychotropic treatment goals from direct assessment measures (14%). Primary "indirect" service roles included providing behavior management consultation to teachers of students taking medication (96%), implementing adjunctive psychosocial supports (87%), and providing assessment data to physicians for diagnostic purposes (84%). Despite differences in established psychopharmacological training standards, actual practice roles and training received did not differ between NCSPs from APA-accredited programs and those from National Association of School Psychologists (NASP)-approved programs. Implications for school psychopharmacology practice, training and research are addressed.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A