ABSTRACT
Entry is the process by which interns become a part of their internship sites, generally during the first few weeks of the school year. As explained by Marks (1995), “it is hard to have an effective impact on teachers, administrators, and programs (and thereby students) without first being accepted into the school and its social system” (p. 22). Although this idea was expressed with reference to external school consultants, the same logic holds true for school psychology interns. That is, upon entering the internship, interns are challenged to become part of a system that already has an established identity and way of functioning. Therefore, an intern’s potential to make an impact during the internship year is facilitated by successful entry into the internship site.
