Beyond self-care: Developing a climate survey for school psychology programs
本研究开发并初步验证了学校心理学研究生项目氛围量表（CARE-SP），通过对212名学生的探索性因子分析发现四个维度：项目动态与心理安全、多样性公平与包容、同伴支持、资源，其中同伴支持评分最高，多样性公平与包容最欠缺。
Graduate program climates are an essential part of training, professional development, and identity for future school psychologists. One of the challenges of understanding program climate is how to measure such a construct so that programs can facilitate welcoming and transformational spaces for learning and critical thinking. This study aimed to develop and initially validate a measure of graduate students' perceptions and experiences of school psychology program climates, the Climate Assessment for Relationships and Equity in School Psychology. Results of an exploratory factor analysis from a sample of 212 school psychology graduate students revealed a four-factor structure: (a) program dynamics and psychological safety, (b) diversity, equity, and inclusion, (c) peer support, and (d) resources. Of these factors, graduate students rated peer support most favorably and diversity, equity, and inclusion as most lacking, indicating a continuing need for programs to provide opportunities and training to engage in program and individual accountability as they relate to social justice issues. Implications for graduate student and faculty advocacy to improve climate in school psychology graduate programs are provided.