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<p>Perspectives of students and faculty in accredited school psychology programs regarding the use of Large Language Models (LLMs) in training and practice were examined. Data collected through an online questionnaire explored familiarity, usage patterns, ethical concerns, and support for LLMs integration in school psychology training. Both groups recognized the potential of LLMs to improve efficiency and effectiveness, but expressed mutual concerns regarding ethical implications, limitations in diagnostic decision-making, and the management of sensitive information. While students showed a preference for independent experimentation when learning about LLMs, faculty leaned toward collaborative and structured learning approaches. Students and faculty expressed support for integrating LLMs into training programs and reported optimism about their potential benefits. These findings emphasize the need to address ethical concerns around privacy, provide targeted training, and conduct further research to guide the responsible adoption of LLMs in school psychology programs.</p>

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Large Language Models in School Psychology Training Programs: Perceptions, Applications, and Ethical Challenges

  • 期刊论文

  • 发表日期：

    2025年6月12日

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  • Andres Carrasco,
  • Andre Escarzaga,
  • Ariana A. Gamez,
  • Exodus Anthony Rodriguez,
  • Seng Xiong,
  • Kelly Decker Carrasco

摘要

Perspectives of students and faculty in accredited school psychology programs regarding the use of Large Language Models (LLMs) in training and practice were examined. Data collected through an online questionnaire explored familiarity, usage patterns, ethical concerns, and support for LLMs integration in school psychology training. Both groups recognized the potential of LLMs to improve efficiency and effectiveness, but expressed mutual concerns regarding ethical implications, limitations in diagnostic decision-making, and the management of sensitive information. While students showed a preference for independent experimentation when learning about LLMs, faculty leaned toward collaborative and structured learning approaches. Students and faculty expressed support for integrating LLMs into training programs and reported optimism about their potential benefits. These findings emphasize the need to address ethical concerns around privacy, provide targeted training, and conduct further research to guide the responsible adoption of LLMs in school psychology programs.