Donald C. Smith

An analysis of doctoral level internships in school psychology

Abstract A survey was conducted of the intership centers currently in use by the 47 universities in the United States with doctoral level training programs in school psychology. Twenty universities reported interns on full-time placement during the 1968–1969 academic year. Analysis of current placements revealed that many universities are finding it necessary to sponsor internships and provide direct supervision in local community schools; that 68% of the placements are now in a public school setting with an apparent trend toward internships in a wider range of community institutions; that the average duration of internships is 9–10 months; and the average stipend

Utilization of Volunteer Aides in a Helping Relationship with Children.

500 per month. Well-defined pre-internship field experiences were a common provision in many programs. The fact that a significant number of universities favored progressive part-time field experiences rather than full-time extended internships should caution states not to prematurely fix the structure of field-work experiences in certification requirements.

Institutions offering graduate training and financial assistance in school psychology

Abstract A school psychology staff sponsored an intervention program (framed in “client-centered” theory) in which unpaid, untrained, and minimally supervised volunteers served in one-to-one helping relationship with children manifesting behavioral problems in school. Although the program failed to have a substantial overall therapeutic impact, children displaying a high incidence of “inadequate-immature” behavior showed marked improvements. As judged by audiotapes, the level of therapeutic conditions (“warmth and empathy”) provided by volunteers was low. Needs for incorporating the program within a more comprehensive plan for utilization of auxiliary personnel, as well as exploration of programs based upon other theoretical rationales, are discussed.