Transcript No Slide Title

Developing Leadership Skills in School Psychology Graduate Students
Louis J. Kruger, Ph.D., Jessica Bennett, M.S. and Jannon C. Farkis, M.S., Northeastern University
Massachusetts School Psychologists Association helped provide support for this poster presentation.
ABSTRACT
The purpose of the poster session is to inform participants about theory,
research and strategies that can be used to develop the leadership of
graduate students in school psychology. We will summarize the crosscultural research support for two overarching leadership dimensions:
Initiating Structure and Consideration for Others. In addition, four
important strategies for developing leadership will be discussed: (a)
mentoring, (b) 360 degree feedback, (c) networking, and (d) action
learning. Examples pertaining to these strategies will be presented. As a
result of attending this poster session, participants will learn about
important leadership skills for graduate students. Participants also will
learn how to incorporate practical, leadership training strategies into
school psychology graduate programs, including field-based
experiences.
Why Train School Psychology Graduate Students in Leadership?
•The growing emphasis in school psychology on prevention has
implications for not only taking a systems perspective on problems, but
also taking a systems level approach to change. A system level approach
to change by definition entails a group effort, and best practices suggest
the importance of involving representatives from all stakeholder groups in
the change process (Curtis & Stollar, 2002).
•As Sheridan and Gutkin (2000) have pointed out, advocating for children
needs also encompasses advocating for the role expansion of school
psychologists. Advocacy should also involve the promulgation of
empirically supported practices. Advocacy needs to occur at the school,
school system, state, and national levels. These advocacy activities
clearly require leadership skills.
•Training graduate students in leadership skills has the potential to raise
the visibility of the profession. In order to have a robust profession, school
psychology must continually articulate how it is different from related
professions, which might covet the niche school psychology has in the
public schools.
The Concept of Leadership
Greenberg and Baron (2003) define leadership as the process of influencing
individuals for the purpose of attaining group or individual goals. As change
agents at the individual, group, and systems levels, school psychologists are
continually involved in attempts to influence others by means of many different
activities, such as writing assessment reports, counseling students, presenting
workshops, and providing consultation to teachers and parents. Thus, the concept
of influence is an integral part of school psychology practice.
Leadership Opportunities in School Psychology
•Initiating a primary prevention program for bullying
•Developing local norms for curriculum-based assessment
•Planning a multi-year in-service program on response to intervention
•Conducting a needs assessment in regard to school psychological services
•Evaluating a school system’s consultation services
•Designing an internship program for graduate students
•Assuming an administrative position within an organization
•Assuming a leadership role in state or national professional associations
The Relationship Between School Psychology Competencies and Leadership
Data-based Decision Making and Accountability
Interpersonal Communication, Collaboration, and Consultation
Practical Leadership Development Strategies for School Psychology Programs
Mentoring
Mentoring has been identified as one of the most effective approaches to leadership development (Giber, Carter, &
Goldsmith, 1999). A mentor is a knowledgeable and trusted advisor who serves as a teacher and guide for someone
with less experience in a particular field. It is important that mentors model leadership behaviors and encourage their
development in students both inside and outside of the classroom. In the context of advising meetings, faculty
advisors can initiate discussions of leadership development. This can be accomplished by discussing leadership
opportunities that are available to students, and building upon students’ strengths and interests when recommending
specific opportunities. After a student has taken on a leadership role, advisors can provide ongoing support and
advice about specific ways the student can successfully use skills related to Initiating Structure and Consideration.
360 Degree Feedback
“360 Degree Feedback” is a strategy that can facilitate learning about one’s leadership style (London & Smither,
1995). It involves receiving feedback from a variety of sources “around” the individual in an organization such as
peers, professors, field supervisors, and co-workers in the field. For example, graduate students are required to
present reports and cases at multidisciplinary meetings. In regard to these meetings, students could receive feedback
from teachers, parents, supervisors, and team chairs on their performance in relation to the leadership dimensions of
Initiating Structure and Consideration. Students could be assessed on their effectiveness on how the meeting was
structured, if they followed the agenda, if time was spent adequately and if they demonstrated concern and respect for
all team members.
Networking
Networking is the exchange of information or services among individuals, groups, or institutions for a specific
purpose. It can reduce isolation of burgeoning leaders and provide opportunities to collaborate with other leaders
(Greenberg & Baron, 2003). As a result of a Northeastern University’s student’s proposal to the Massachusetts’s
School Psychology Association, the Association now has a poster session exclusively for graduate students. When
students are part of a team that shares responsibilities during a poster presentation, they are developing skills in
Initiating Structure. Also, team members have an opportunity develop Consideration related skills by sharing credit
for the success of the poster presentation.
Action Learning
Classroom-based approaches to leadership training have a major failing; they often do not generalize to real-world
settings. As a means of rectifying this shortcoming, organizations have begun implementing an action learning
approach to leadership training, which involves continuous learning and reflection in the context of implementing
tasks in the real world (Marquardt, 1999). One possibility for action learning is to join (or develop) a local chapter of
Student Affiliates of School Psychology (SASP) organization on campus. While receiving mentoring and feedback
from a faculty advisor, this opportunity allows students to practice Consideration related skills and implement
strategies to Initiate Structure in a safe, yet “real-world” environment.
A Theory of Leadership for School Psychology Training
Behavioral theories in leadership, which have considerable research support, asserts that successful leadership is exemplified in two clusters of behaviors referred to as “Initiating
Structure” and “Consideration”. In essence, this theory assumes that regardless of the situation effective leaders need to facilitate task accomplishment as well as attend to group
members’ social and emotional needs. Initiating Structure and Consideration show promise of having cross-cultural validity (Littrell, 2002).
•Initiating Structure is defined as the leader clarifying his / her relationship to the other members of the group, as well as developing clear patterns of organization, methods of
communications, and operating procedures.
•Consideration encompasses leader behaviors that are indicative of friendship, mutual trust, and warmth in relationships (Halpin, 1966).