School Psychologists and Social-Emotional Assessment Techniques: Patterns in Training and Use

Abstract

This article presents the results of two national surveys investigating how school psychologists assess the social-emotional functioning of children and adolescents. The first survey involved school psychology practitioners and focused on their training backgrounds and current assessment practices. The second survey was sent to directors of school psychology training programs and obtained information concerning current training practices in social-emotional assessment. Data are presented which discuss the use, rated importance, and training emphasis of specific techniques.