School psychology training in China: Analysis of competencies,curriculum,and career paths

Abstract

This study explored the overall training experiences of the first cohort of school psychology students in China, examining how the program's coursework and initial practicum supported their competency development, as well as the challenges they encountered. Using a culturally adapted competency framework, the study assessed all first-cohort students (n = 48) after completing their first year, evaluating their competencies across four levels: Baseline, Foundational, Functional, and Advanced. Results indicated that students achieved moderate competency levels in Baseline and Foundational domains following their first year of coursework and initial practicum. Interviews with 20 students further highlighted both strengths and areas for improvement in the curriculum and initial practicum, individual efforts to enhance their professional growth, and obstacles they foresee in becoming school psychologists in China. The findings suggest a need for more practical experiences, extended practicum hours, and continued curriculum adaptation to better align with China's cultural and systemic context.