Preparation for a Premaster's Internship in a Blended School Psychology Program: A Case Study

A growing trend toward online learning has not been broadly embraced by the psychology community. Educators and accrediting bodies are concerned about the quality of training, especially in professional programs like school psychology. This case study describes a Canadian blended school psychology master's program (i.e., one that contained both online and face-to-face components) and presents the findings from a survey of premaster's internship supervisors concerning the preparedness of students. A descriptive analysis of supervisors' responses determined that the majority of students started their internship with appropriate clinical skills training and demonstrated professional competence. These findings draw into question the prevailing negative stance toward blended professional psychology programs and point to the need for further research into their utility across a variety of programs and supervisor cohorts.