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Related Experiment Video

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Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

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Preparing psychologists for evidence-based school practice: lessons learned and challenges ahead.

Thomas R Kratochwill¹

¹School Psychology Program, University of Wisconsin-Madison 53706, USA. tomkat@education.wisc.edu

The American Psychologist

|November 21, 2007

Summary

The evidence-based practice (EBP) movement enhances school psychology services. Graduate training must adapt curricula to integrate EBP, research, prevention, and consultation skills for effective practice.

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Area of Science:

Psychology
Education
Evidence-Based Practice

Background:

The evidence-based practice (EBP) movement aims to improve psychological and educational services in schools.
Implementing EBP presents significant challenges for the psychology profession and graduate training programs.

Discussion:

Graduate programs face challenges in curriculum integration of EBP knowledge.
Expanding research training models is crucial for advancing school psychology.
Training in prevention science and consultation skills needs enhancement for school psychologists.

Key Insights:

Four key domains of challenge in graduate training are identified: EBP integration, research models, prevention science, and consultation skills.
Addressing these challenges requires reevaluation of curricula and instructional practices.
Solutions are proposed to advance graduate training relevant to school psychology practice.

Outlook:

Adapting graduate training is essential for effective EBP implementation in schools.
Future training should emphasize research, prevention, and consultation within school contexts.
This adaptation will enhance the quality of psychological services provided by school psychologists.