The service role and functions of school counseling and school psychology have been discussed extensively for several decades. The literature from each professional discipline is replete with calls to expand the training and service capacity of these school professionals. Simultaneously calls are made for even broader educational reform as it specifically relates to student pupil services. From within this context an integrated school counseling and school psychology program known as the School Counseling Psychology Program was organized and administered at Brigham Young University. This qualitative dissertation study highlights the perceived strengths and limitations of this integrated training program. The impact of integrated services and collaboration among student service professionals is highlighted from a regional perspective that reaffirms the value of grassroots level research. Lastly, the conceptual barriers and recommendations of administering an integrated school counseling and school psychology training program are presented and discussed.
College and Department
David O. McKay School of Education; Counseling Psychology and Special Education
BYU ScholarsArchive Citation
Barnes, Daniel Vern, "The School Counseling Psychology Program: A Qualitative Study." (2005). All Theses and Dissertations. 527.
School Counseling, School Psychology, Training Integration, School Counseling Psychology, Dual Trained School Professionals