Building Competency in School Psychology Trainees Through the Use of Primary Project

Fieldwork is a signature pedagogy of school psychology training that provides robust opportunities for socialization into the professional field. This article examines the use of Primary Project, an evidence-based intervention provided in the school setting, as a pedagogical training tool. All 3 levels of school psychology graduate students at William James College-terminal masters, specialist (certificate of advanced studies), and doctoral candidates-participate in Primary Project during their first year of training. Using Primary Project as a systemic training tool begins the process of student competency acquisition, professional identity, and socialization into the profession. This qualitative study examines how students and faculty supervisors perceived their experiences with Primary Project and how their experiences may or may not have aligned with the National Association of School Psychologists practice domains. Discussion of how the American Psychological Association doctoral-level core competency framework is linked to the present study provides potential training opportunities at the clinical psychology doctoral level. Implications for practice and future research across all levels of school psychology training are offered.