Educational and School Psychology in Newfoundland and Labrador: Current Practices and Preferred Roles

The study surveyed educational psychologists in Newfoundland and Labrador about their practice across the six core competencies outlined in the Mutual Recognition Agreement, as well as their current and preferred roles. Results indicated that although participants engage in all competency areas, their practice is heavily focused on assessment. The findings suggest that, since Harris and Joy’s study, assessment remains the primary focus of educational psychologists’ practice. However, participants expressed a desire to expand their roles and allocate more time to intervention, consultation outside the educational system, and reviewing current research. The increasing emphasis on multi-tiered systems within schools provides an opportunity to better integrate mental health services, allowing educational psychologists to address the academic, behavioral, and mental health needs of children and youth more comprehensively.