ABSTRACT
The role of the school psychologist is not well understood by those outside of schools (e.g., “So, you’re a school counselor?”) or even those within them (e.g., “School psychologists do more than test students?”). More confusing is the role of the school psychology intern which, in some ways, is uniquely defined by each intern-site pair. Interns have a hybrid identity, acting as both students and young professionals simultaneously. What is more, the intern role is time-limited, which has implications for relationship building and for perceptions regarding what can and cannot be accomplished during the year. In this chapter, the role of school psychology intern is considered from various perspectives, including intern, site supervisor, graduate educator/trainer, and school staff such as administration and teachers. A critical aim of the chapter is to provide examples of how interns and supervisors can communicate together to clarify expectations and develop and adjust levels of scaffolding throughout the year.
