Continuing professional development in school psychology: Participation and needs

ABSTRACT

Continuing professional development (CPD) is both a requirement for licensure and an ongoing professional expectation in the field of school psychology. Examination of the types of CPD that have been completed, those that are still needed, and the modalities that should be used has been a neglected area of study in this profession. To answer these questions and assess how the COVID-19 pandemic had influenced the answers, if at all, a survey was distributed electronically to NASP regular members. A small, representative sample of the population (n = 27) completed the survey. Results indicated that in the past, the most frequent CPD topics included social emotional intervention, behavioral intervention, and social emotional assessment. Subsequent to the COVID-19 pandemic, the last two were replaced with remote service provision and diversity in learning in the aftermath. Going forward, school psychologists reported wanting to continue studying social emotional interventions, new ethical and legal guidance, and crisis intervention and prevention. Participants are most likely to engage in these trainings via live webinars or distance learning, school district trainings, state school psychology conferences, and self-study. The needs and interests of school psychologists should be taken into account when planning professional development activities at the district, state, and national level. (PsycInfo Database Record (c) 2022 APA, all rights reserved)