National frameworks for professional practice and training: what does this mean for the role of the school psychologist?

Bakker, H.E. (Helen E.)¹, Baas, S. (Sally)², Lancksweerdt, P. (Patrick)³, Farrell, P. (Peter)^4
1Utrecht University /RINO, Heidelberglaan 1, 3584CS, Utrecht
²Concordia University, 1282 Concordia Avenue, MN55104, St. Paul
³Vlaamse Vereniging voor Schoolpsychologie (VVSP), Oudstationstraat, 8400, Oostende
⁴ISPA Accreditation committee

 

Submission type

Round Table Discussion

Scheduled

Room 103, 21-07-2016, 09:00 - 10:30

Keywords

training, professional role, professional practice

Summary

Recently, both in The Netherlands and in Belgium, the national framework for professional practice and training for school psychologists were revised. Whereas in The Netherlands, activities, core attitudes  and levels of intervention form the basis, in Belgium, the focus of the model is on roles, based on the School Psychology Skills model (van Dam, 2016), which in turn was based on the CanMEDS framework, originally developed for medical practice.

In the USA, the NASP model of practice seems to resemble the Dutch framework. During this roundtable, we will discuss the reasoning behind the choices for the particular framework. Also, we will discuss what this means for the position of the schoolpsychologist in the particular countries as well as the consequences for their training. Do they sufficiently meet the needs of education in a global and culturally diverse society?

Participants are invited to broaden the scope of the discussion by sharing their national or cultural perspectives. What do the various frameworks and underlying differences mean for the ISPA training standards? The discussion may provide suggestions for improvement of the ISPA training standards.

 

Auteurs