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Meeting Current Challenges in School Psychology Training: The Role of Problem-Based Learning

Dunsmuir, SM; Frederickson, N; Lang, J; (2017) Meeting Current Challenges in School Psychology Training: The Role of Problem-Based Learning. School Psychology Review , 46 (4) pp. 395-407. 10.17105/SPR-2016-0017.V46-4. Green open access

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Abstract

This article reports a national study of 13 of the 16 school psychology programs in the United Kingdom that utilize problem-based learning (PBL) approaches to train psychologists. Each program identified a key informant who could describe the strengths, weaknesses, and possibilities for development of this instructional approach. Telephone interview transcripts were analyzed qualitatively using thematic analysis procedures. Strengths identified included the compatibility of a PBL approach with existing program philosophy and the benefits of student self-directed learning to build generalizable knowledge, deal with uncertainty, enhance confidence, work collaboratively, and integrate psychological theory and practice. Themes relating to the perceived weaknesses of PBL included assessment challenges, ensuring adequate time and curriculum coverage, and issues relating to group dynamics. Adaptations made by programs delivering PBL involved updating content, revising structures, developing assessments, and implementing tutor training to facilitate PBL. This study highlights the key lessons learned from implementing PBL in one context, offering the potential for school psychology trainers to develop this approach more widely.

Type: Article
Title: Meeting Current Challenges in School Psychology Training: The Role of Problem-Based Learning
Open access status: An open access version is available from UCL Discovery
DOI: 10.17105/SPR-2016-0017.V46-4
Publisher version: http://dx.doi.org/10.17105/SPR-2016-0017.V46-4
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: Training in School Psychology, Adult Assessment, International School Psychology, Professional Issues in School Psychology, Problem-based learning, PBL
UCL classification: UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10040821
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