Trainers of school psychologists in the United States were surveyed to assess the importance they ascribe to personal growth and interpersonal effectiveness of their trainees. Although results suggest that such qualities are essential for competent practice, the identity of these characteristics, their emphasis in training, and methods of evaluation vary greatly. Trainers and practitioners are challenged to clarify the personal qualities desired in the practice of school psychology and to demonstrate them through example.
McNeese Stare University
Within the discipline of school psychology, there is a lack of unanimity as to the importance of personal and interpersonal qualities for competent practice. The training of school psychologists places an emphasis on academic training to the neglect of their more humanistic qualities, although those qualities are required both in the training and in the profession.
Papers and positions presented during the Spring Hill Conference on the Future of Psychology in the Schools (Ysseldyke & Weinberg, 198 1) provided a comprehensive analysis of the academic skills needed for continued growth. Although contributors were somewhat in agreement that versatility is needed, each identified one or more skills as critical. Baer and Bushnell (198 1) presented convincing points for behavior analysis, while Lambert (1981) stressed the importance of consultation skills. Bevan (1981) and Trachtman (198 1) were thorough in their arguments for the maintenance and improvement of testing proficiency, while Grimes (1981) added emphasis to research, intervention, and follow-up.
Measurement, data gathering, and research are essential for scientific objectivity,