The Current Instruction of Strengths-Based Assessment for School Psychology Trainees

This dissertation is prepared to explain the research conducted to study the extent of instruction that school psychology graduate students are receiving on strengths-based assessment in their training programs. Strengths-based assessment is the process of intentionally measuring strengths rather than solely measuring deficits. The positive effects of identifying strengths for individuals have been studied in positive psychology research, however, there are few studies exploring the training of strengths-based assessment practices. The current study aimed to investigate general trainee knowledge of strengths and strengths-based assessment, the content provided to trainees in their training programs on strengths-based assessment, the strengths-based tools they have been exposed to, and the strength-based report-writing practices trainees are engaging in. A survey was distributed nationwide to students in school psychology training programs via contacts at the various programs listed on the NASP website. Results indicated that about half of trainee respondents feel they have adequate to intensive knowledge of strengths-based assessment. The results of this study have implications for future research on strengths-based assessment, school psychology graduate training programs, trainers of school psychologists, and school psychologist trainees. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]