Journal articles: 'School psychologists'

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Müllerová, Zuzana, and Jan Šmahaj. "Prerequisites of Good Cooperation between Teachers and School Psychologists: A Qualitative Analysis." Education Sciences 13, no. 11 (October 26, 2023): 1078. http://dx.doi.org/10.3390/educsci13111078.

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The aim of this study was to determine what kinds of factors play a role in the formation of relationships and cooperation between teachers and school psychologists in Czech schools and the ways in which these factors operate. We used a qualitative methodological design with data collection conducted in the form of semi-structured interviews with eight teachers and ten school psychologists. Subsequent analysis was performed using the grounded theory method. The results indicated the central importance of how a given teacher views the school psychologist, which further determines which factors will influence the degree to which the psychologist is accepted. The following factors were shown to be important in the relationship between a psychologist and a teacher’s neutral attitude toward them: the characteristics of the teacher and the psychologist, the role of school management, the role of school focus and the degree to which the psychologist’s role is understood. The discrepancy between the actual role of the school psychologist and how their role is perceived by the teachers can be a source of issues in cooperation and trust between the two.

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Panteri, Maria, Juan Calmaestra, and Verónica Marín-Díaz. "Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete." Education Sciences 11, no. 8 (August 18, 2021): 439. http://dx.doi.org/10.3390/educsci11080439.

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In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.

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Gruevski, Dragan, and Mirjana Cvetkovska. "CONSTRUCTION AND APPLICATION OF INSTRUMENT FOR MEASUREMENT OF THE ATTITUDE TOWARD SCHOOL PSYCHOLOGISTS." Problems of Education in the 21st Century 39, no. 1 (March 5, 2012): 40–51. http://dx.doi.org/10.33225/pec/12.39.41.

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This research has an aim to determine the status of the school psychologists in the primary schools in Republic of Macedonia, confirmed through the explorations of the attitude of the teachers and other expert personnel regarding the school psychologist. For the need of this research, an instrument for measurement of the attitude toward the school psychologist (SSP) is constructed. The main conclusions drawn from the field work, statistical evaluations and analysis are that a large percent of the subjects (73%) have negative attitude toward the school psychologists and there is a lack of basic information regarding their status, role and tasks. These results are very significant because it is more than necessary to reveal and maybe to change some essential requirements about the working tasks, the demands, the duties and engagements of the school psychologists. Key words: instrument for measurement of the attitude, school psychologist, working atmosphere.

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Lipkin, Seth. "Needed: More school psychologists." Phi Delta Kappan 105, no. 3 (October 31, 2023): 20–23. http://dx.doi.org/10.1177/00317217231212005.

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The National Association of School Psychologists (NASP) estimates that the U.S. needs approximately 63,000 more school psychologists to meet the recommended ratio of one student per 500 school psychologists. This would ensure every student has access to comprehensive school psychological services. Unfortunately, while students are facing a mental health crisis after the pandemic, the school psychologist shortage is getting worse. NASP’s Seth Lipkin writes about the urgent need for more school psychologists and outlines several potential solutions at the local, state, and federal levels that could help.

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Thomas, Alex, Michele L. Orf, Edward M. Levinson, and Dennis Pinciotti. "Administrators' Perceptions of School Psychologists' Roles and Satisfaction with School Psychologists." Psychological Reports 71, no. 2 (October 1992): 571–75. http://dx.doi.org/10.2466/pr0.1992.71.2.571.

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Elementary and secondary school administrators ( N = 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school psychologists in various role-functions accounted for administrators' satisfaction with school psychologists. Three role-functions were significant predictors of administrators' satisfaction: percentage of time school psychologists were perceived to be spending (a) consulting with teachers and providing instructional or remedial recommendations (positively related), (b) administering and interpreting psychoeducational tests (positively related), and (c) performing strictly administrative duties (negatively related). Implications for training and role functioning of school psychologists are mentioned.

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Barton, K., and T. Garbark. "Teachers' and School Psychologists' Perceptions of School Psychologists." Perceptual and Motor Skills 60, no. 3 (June 1985): 1003–9. http://dx.doi.org/10.2466/pms.1985.60.3.1003.

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29 master teachers in elementary schools who are supervisors of student teachers and 85 school psychologists completed questionnaires concerning various perceptions of the functions and roles of school psychologists. The information provided by the respondents indicated general agreement concerning the importance of most areas of school psychologists' functioning. Disagreement between the two groups occurred in the areas of desired direct services to children, usefulness of consultation, severity of referral problems, usefulness and adequacy of communication, usefulness of information given teachers, how informed both groups were about each other, and how helpful services provided by school psychologists were to teachers and children. Teachers and school psychologists commented on several areas: improvement of present communication, what services are most valued, and what functions should receive more of the school psychologists' time.

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Bell, Henry D., and Vicki McKenzie. "Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 22, 2013): 54–73. http://dx.doi.org/10.1017/edp.2013.1.

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This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.

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Elizabeth Kitching, Ansie. "Mind-shifts for enhancing the engagement of educational psychologists in the promotion of holistic school wellbeing." Educational and Child Psychology 35, no. 3 (December 2018): 8–19. http://dx.doi.org/10.53841/bpsecp.2018.35.3.8.

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AimThe study explores the mind-shifts that educational psychologist have to facilitate to engage in the promotion of holistic school wellbeing.RationaleEducational psychologists employed in the South African education system, due to limited human resources, work mainly with individual children who experience serious problems. The implication of the current situation is that educational psychologists are marginalised in interventions aimed at the transformation of schools into enabling, inclusive environments. The rational of this article is to address this marginalised position of educational psychologists in the South African context.MethodIn the research conducted to develop an integrated, multi-level process to facilitate holistic wellbeing in six South African schools, a Participatory Action Learning and Action Research (PALAR) methodology has been applied. The methodology integrates action learning and action research with participatory action research in a holistic way. The data for this specific article was obtained by reflecting on the data gathered during my involvement as an educational psychologist in the development of this process over a period of three years.FindingsFive mind-shifts that school communities have to make in order for educational psychologists to effectively engage in the promotion of holistic school wellbeing were identified. Firstly, the role of educational psychologists should not be perceived as experts who address problems prevailing in schools but as external agents of change who need to work in collaboration with all stakeholders. Secondly, educational psychologists should not be expected to focus only on individual interventions but also on universal, multi-level interventions aimed at supporting all members of school communities. Thirdly, the promotion of wellbeing should no longer be perceived as an additional function of schooling but as an integral part of function of school communities. Fourthly, the fragmented implementation of initiatives to promote wellbeing should be replaced by a holistic, integrative approach to the promotion of school wellbeing. Fifthly, instead of adopting a linear, causal approach to understanding human behaviour, the complex interactive dynamic nature of human behaviour should be embraced.ConclusionThe role of educational psychologist in the promotion of holistic school wellbeing is essential if they intend to become active agents of social change and transformation in the South African educational context. The optimisation of this role necessitates a broader public understanding of the role of educational psychologists as professionals who co-construct enabling environments with the members of school communities in a pro-active manner with insight into the complexity of human behaviour.

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Farrell, Peter. "School Psychologists." School Psychology International 25, no. 1 (February 2004): 5–19. http://dx.doi.org/10.1177/0143034304041500.

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Braden, Jennifer S., Eleanor DiMarino-Linnen, and Thomas L. Good. "Schools, Society, and School Psychologists." Journal of School Psychology 39, no. 2 (March 2001): 203–19. http://dx.doi.org/10.1016/s0022-4405(01)00056-5.

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Borghese, Natalina, and Ester Cole. "Psychoeducational Recommendations: Perceptions of School Psychologists and Classroom Teachers." Canadian Journal of School Psychology 10, no. 1 (December 1994): 70–87. http://dx.doi.org/10.1177/082957359401000109.

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This study is a qualitative examination of the perceptions of school psychologists and regular classroom teachers on various issues regarding the implementation of recommendations from psychoeducational assessments. Fifteen school psychologists and 25 teachers were interviewed for the study. Findings indicated that recommendations can be categorized into four main types that vary in terms of their implementability as perceived by psychologists, and their helpfulness and ease of implementation to teachers. Findings also revealed that participants found it difficult to provide a valid estimate of the proportion of recommendations actually implemented. Both teachers and psychologists identified the following factors that affect recommendation implementation: practical considerations, consultation practices, teacher personality, knowledge and attitudes, format for presenting recommendations, and type of referral problem. Psychologists also identified psychologist variables, quality of relationships and rapport, and teacher theoretical orientation as factors. Teachers stated that child variables, specificity of recommendations, and support from colleagues, parents, and the psychologist are key factors influencing implementation.

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Baimukhanova, Aizhan, Zhazira Abdykhalykova, and Zhanna Sagitova. "Preparing future educational psychologists to prevent school bullying." Scientific Herald of Uzhhorod University Series Physics, no. 56 (June 12, 2024): 2453–59. http://dx.doi.org/10.54919/physics/56.2024.245ki3.

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Relevance. School bullying is a widespread problem that requires effective prevention strategies. However, many teachers and educational psychologists lack sufficient knowledge and skills to address bullying. There is a need to better prepare future educational psychologists to prevent and intervene in bullying situations. Purpose. The purpose of the research article is to develop and test an elective course for training future educational psychologists in bullying prevention in Kazakhstan schools. Methodology. An elective course titled �Prevention of school bullying: from theory to practice� was developed and implemented with third-year bachelor's students in Pedagogy and Psychology at L.N. Gumilyov Eurasian National University. The course included theoretical and practical components. Students' knowledge and skills were assessed before and after the course using tests and case studies. Results. Prior to the course, most students demonstrated low levels of knowledge and skills related to bullying prevention. After completing the course, students in the experimental group showed significant improvements, with 64% reaching a high level of competency compared to 0% in the control group. The course helped students acquire both theoretical knowledge and practical skills for addressing bullying. Conclusions. The elective course was effective in developing future educational psychologists' professional competencies for bullying prevention. Recommendations are provided for improving bullying prevention efforts in Kazakhstan schools, including raising awareness, providing training for teachers and psychologists, and maintaining communication with parents. The study demonstrates the importance of practice-oriented training in preparing educational psychologists to address school bullying. Keywords: bullying; bullying prevention; school violence; educational psychologist; educational environment; anti-bullying course

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Hines, Erik M., Desiree D. Vega, Renae Mayes, Paul C. Harris, and Michelle Mack. "School counselors and school psychologists as collaborators of college and career readiness for students in urban school settings." Journal for Multicultural Education 13, no. 3 (August 12, 2019): 190–202. http://dx.doi.org/10.1108/jme-02-2019-0015.

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Purpose The purpose of this paper is to discuss the role of both the school counselor and the school psychologist in preparing students in urban school settings for college and/or the workforce. Throughout this paper, the authors discuss how collaboration is critical to ensuring students are successful at every school level (e.g., elementary, middle and high) to avail themselves of various postsecondary opportunities upon graduation. The authors give recommendations for practice and future research to implement and increase knowledge around collaboration between school counselors and school psychologists in preparing students in urban school settings to be college- and career-ready. Design/methodology/approach This is a conceptual paper on school counselors and school psychologists using the Eight Components of College and Career Readiness Framework to collaborate on preparing students for postsecondary options. Findings With support from key stakeholders like administrators, teachers and parents, school counselors and school psychologists can work collaboratively to increase students’ college and career readiness. For example, school counselors and school psychologists may start by creating and implementing a needs assessment, as it relates to the developmental tasks of students (i.e. self-regulation, self-efficacy, self-competence) that must be negotiated to ensure college and career readiness. School counselors and school psychologists should also examine out-of-school suspension, expulsion, school arrest and disciplinary referral data (Carter et al., 2014). Originality/value Collaboration around college and career readiness is important to the academic success and future of students in urban school settings. School counselors and school psychologists complement each other in preparing students for college and the workforce because their training has prepared both for addressing academic needs, assessment, mental health issues, career development, behavioral concerns and social–emotional needs of students (American School Counselor Association, 2012; National Association of School Psychologists, 2014). Further, school counselors and school psychologists are in a pivotal position to create a college-going culture by using evidence-based activities, curricula and practices.

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Maki, Kathrin E., Matthew K. Burns, and Amanda L. Sullivan. "School Psychologists’ Confidence in Learning Disability Identification Decisions." Learning Disability Quarterly 41, no. 4 (May 7, 2018): 243–56. http://dx.doi.org/10.1177/0731948718769251.

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Many school psychologists spend a large portion of their time conducting evaluations for special education, but school psychologists’ confidence in learning disability (learning disability[ies] [LD]) identification has not been examined experimentally. This study examined differences in 376 school psychologists’ confidence in their identification decisions across LD identification methods, student evaluation data conclusiveness level, school psychologist experience, identification consistency, and identification methods used in practice, preferred identification methods, and identification methods taught in graduate school. The school psychologists reported lower levels of confidence when using response to intervention (RtI) compared with ability-achievement discrepancy, and they reported lower levels of confidence when student data were inconclusive compared with when student data were conclusive that a student did not have LD. Higher levels of experience and training did not increase the likelihood of greater confidence compared with lower levels of experience and training. However, school psychologists who reported “somewhat confident ratings” were more likely to make inconsistent identification decisions than school psychologists who reported “not very confident” ratings. Implications for practice and research are discussed.

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Colmar, Susan. "Editorial, Applied Practices: Perspectives From the Field Section Within the Journal of Psychologists and Counsellors in Schools." Journal of Psychologists and Counsellors in Schools 28, no. 2 (October 11, 2018): 234. http://dx.doi.org/10.1017/jgc.2018.16.

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I am pleased to introduce two practitioner papers for this issue of the Journal of Psychologists and Counsellors in Schools. 1.School camp refusal and reluctance: The role of the school psychologist. Mary Woods and John Burns.2.Understanding trauma in the refugee context. Kimberley De Deckker.

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Gusakova, Marina. "Effect of explicit and implicit components of psychologists’ mental experience on their parental competence." Journal of Education, Health and Sport 11, no. 11 (November 7, 2021): 25–36. http://dx.doi.org/10.12775/jehs.2021.11.11.002.

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The purpose of this research was to determine the effect of various components of psychologists’ mental experience (ME) on their parental competence (PC) when dealing with children of primary school age. We have distinguished three factors – professional attitude, professional competence and professional learning, dividing each into a number of components relating to explicit and implicit experience. For instance, explicit representation of professional attitude in terms of communication with children is a psychologist’s self-assessment scale, and implicit representation is a degree of openness of cognitive position as willingness to solve problems. Explicit representation of psychologist’s professional competence is his/her work experience in his/her major (school psychologist), and implicit representation is reflexivity of cognitive style built by competent professionals. Professional learning for psychologists takes two forms: explicit learning, which is a conscious acquisition of knowledge and skills through trainings and seminars, and implicit learning, which is undirected, for example, through research and writing articles. It has turned out that explicit and implicit components of mental experience have a different effect on such parameters of psychologists’ parental competence as feedback efficiency, level of feedback detail and predictability of feedback usefulness. In other words, we have established that professional mental experience of psychologists may shape up their parental competence, making it both high and low. It is important to know that implicit (and often unconscious) components of mental experience have as much effect as its explicit components. We believe that study of implicit components of professional learning may contribute to improvement of psychologists’ professional training and development of a professional’s mature personality.

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Crespi, Tony D. "Training School Psychologists in Prison Schools." Special Services in the Schools 18, no. 1-2 (September 2002): 151–63. http://dx.doi.org/10.1300/j008v18n01_10.

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Ramage, Jean C. "USA School Psychologists." School Psychology International 7, no. 4 (October 1986): 243–49. http://dx.doi.org/10.1177/0143034386074009.

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ISHIKUMA, Toshinori. "SCHOOL PSYCHOLOGISTS AND SCHOOL PSYCHOLOGY." Annual Report of Educational Psychology in Japan 33 (1994): 144–54. http://dx.doi.org/10.5926/arepj1962.33.0_144.

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Mägi, Katrin, and Eve Kikas. "School Psychologists’ Role in School." School Psychology International 30, no. 4 (July 31, 2009): 331–46. http://dx.doi.org/10.1177/0143034309106943.

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Skoti, Pagonitsa, and Konstantinos Koskinas. "Online counseling to Greek teachers: Advantages and disadvantages." Homo Virtualis 6, no. 1 (December 1, 2023): 19–47. http://dx.doi.org/10.12681/homvir.35964.

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This study focuses on the online counseling experience of the participants. In the research participated 3 school psychologists, as counselors and 6 teachers, as clients. The main research questions are: what are the difficulties that teachers face at school? What are teacher’s perceptions about school psychologists and the perceptions of teachers and psychologists about online counseling before and after the experience of online sessions which held in an internet- based application that created for the purposes of the research? The research is qualitative. The method that was used for the analysis of the data is the Interpretative Phenomenological Analysis. The main findings of the research are summarized as follows: a) the participants regarded the online session as helpful and as an interesting approach, b) the advantages of the online session according to the participants were the anonymity, the flexibility, the ability to retain a history of the sessions. On the other hand, as disadvantages the participants reported dehumanization, confidentiality and security issues, absence of non-verbal cues, delayed communication due to typing, c) a pattern of ambivalence towards the school psychologist and the online school psychologist emerged by the participants teachers, d) also emerged a concern of the participants psychologists for the loss of control during the online sessions, e) finally, the participants psychologists reported feelings of anxiety due to the lack of training in online counseling.

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Le, Hung Duy, Mai-Lan Nguyen-Thi, Lam Khanh Tran, and Thu-Thuy Tran-Thi. "Competency framework of school psychologists in Vietnam schools." International Journal of Ayurvedic Medicine 12, no. 4 (December 31, 2021): 897–901. http://dx.doi.org/10.47552/ijam.v12i4.2118.

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A competency framework points out the requisite skills and knowledge of a particular occupation. A competence framework enables institutions to easily identify areas where remedial training may be required; thereby training quality and ultimately public safety could be improved also. This study was conducted to build up a competency framework for school psychologists in Vietnamese. 91 school psychologists, lecturers, and psychologists from Ho Chi Minh City, Binh Duong Province, Long An Province, Vinh Long Province, Can Tho Province in Vietnam participated in the survey process. The findings of our study showed that the competency framework for school psychologists in Vietnam includes three main components: (1) professional knowledge, (2) counseling skills, and (3) attitude and moral qualities.

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Stetsenko, Sofia, and Denis Krasiyev. "Comparative analysis of the organization works of the psychological service of the system education of Ukraine and Israel." Psychological Journal, no. 12 (June 24, 2024): 102–15. http://dx.doi.org/10.31499/2617-2100.12.2024.306793.

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The article presents a comparative analysis of the work experience of the school psychological service of Israel and Ukraine in order to study the current experience in providing assistance to schoolchildren, especially in the context of the full-scale invasion of the Russian Federation into Ukraine. Attention is focused on significant changes and transformations of the psychological service of the education system of Ukraine, which arose in the conditions of the war with the Russian Federation. The priority directions of the psychological service, its regulatory and legal support, content, purpose, functions of the psychological service employees of educational institutions (pre-school, general secondary, extra-curricular, specialized, professional (vocational-technical), vocational pre-university and higher) are disclosed. Normative, standard requirements for the professional qualification of psychologists in educational institutions in Ukraine and Israel are presented. The activity of the Association of Psychologists of Ukraine is characterized in comparison with the trade union Israeli Psychological Association. The study showed that Israel has a developed system of school psychology, experience of integration and interaction of the psychological and pedagogical service and educational institutions. Attention is focused on the work of the Council of Psychologists in Israel, which includes psychologists from various divisions of the Israel Psychological Association, universities and large employers (Ministry of Health, Education and Social Security). The biggest difference is the organization of the psychologist's systemic work in Israel, that is, work with the school as a system. A pedagogical psychologist does not belong integrally to the educational institution, but is administratively and professionally subordinated to external organizations. In Israel, the experience of providing psychological assistance to schoolchildren, their parents and school employees in the conditions of an ongoing armed conflict, shelling of cities, in the case of casualties among the civilian population, including children, has been developed.

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THOMAS, ALEX. "ADMINISTRATORS' PERCEPTIONS OF SCHOOL PSYCHOLOGISTS' ROLES AND SATISFACTION WITH SCHOOL PSYCHOLOGISTS." Psychological Reports 71, no. 6 (1992): 571. http://dx.doi.org/10.2466/pr0.71.6.571-575.

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Simcox, April G., Karen L. Nuijens, and Courtland C. Lee. "School Counselors and School Psychologists: Collaborative Partners in Promoting Culturally Competent Schools." Professional School Counseling 9, no. 4 (January 2006): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900414.

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Culturally competent schools are successful in both meeting the challenges and seizing the opportunities associated with multiculturalism and diversity. This article explores collaboration between school counselors and school psychologists for promoting such schools. The complementary nature of the roles of these professionals emerging from educational reform and accountability initiatives is discussed first. The article then offers a model of collaboration between school counselors and school psychologists for promoting culturally competent, academically successful schools.

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Ding, Yi, Su-Je Cho, Jiayi Wang, and Qiong Yu. "Training of bilingual school psychologists in the United States: A culturally and linguistically responsive approach." School Psychology International 40, no. 3 (February 12, 2019): 235–50. http://dx.doi.org/10.1177/0143034319827347.

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The aim of this paper is to discuss the need for high-quality professional training of bilingual school psychologists and to describe the structure of a bilingual training program housed at Fordham University in the US. This paper discusses the shortage of school psychologists at national and local levels in the United States and then addresses the acute shortage of bilingual school psychologists in culturally and linguistically diverse urban schools. The article provides a review of relevant research and practice for bilingual school psychologists through the perspective of Fordham University's curriculum, competencies, fieldwork, and internship. The authors identify challenges and potential opportunities to enhance culturally and linguistically responsive training of school psychologists. Applications for global school psychology practice are discussed, and limitations are addressed.

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Thielking, Monica, and Shane R. Jimerson. "Perspectives Regarding the Role of School Psychologists: Perceptions of Teachers, Principals, and School Psychologists in Victoria, Australia." Australian Journal of Guidance and Counselling 16, no. 2 (December 1, 2006): 211–23. http://dx.doi.org/10.1375/ajgc.16.2.211.

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AbstractSchool psychologists have a unique and multifaceted role within schools and must work with a variety of stakeholders. Therefore, it is important to explore and understand the perspectives of other educational professionals regarding the roles of school psychologists. This study examined the perspectives of principals (N = 21), teachers (N = 86), and school psychologists (N = 81) regarding what they believe should be the role of school psychologists. Participants were working in Catholic, Independent, and Government primary and secondary schools across Victoria, Australia. Results revealed both similarities and differences between the three groups regarding perspectives about school psychologists' role. For instance, the three groups shared similar perspectives that school psychologists should: (a) conduct research on issues relevant to the school, (b) be up-to-date on relevant research, (c) conduct psychological assessments, (d) provide counselling to students, (e) organise group programs for students, (f) organise workshops and provide information to teachers on issues of students' welfare and (g) inform primary students' parents of their child's participation in counselling. However, the three groups also differed in their perspectives about some aspects of the school psychologists' role. It was notable that each of the differences in perceptions between the groups had implications for potential ethical dilemmas, for instance: (a) boundaries, (b) dual relationship, (c) confidentiality/who is the client? and (d) informed consent. Implications for practice and scholarship in the field of school psychology are discussed.

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Riggs, Damien W., and Clare Bartholomaeus. "The Role of School Counsellors and Psychologists in Supporting Transgender People." Australian Educational and Developmental Psychologist 32, no. 2 (December 2015): 158–70. http://dx.doi.org/10.1017/edp.2015.19.

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As growing numbers of transgender people — including students, parents, and educators — become visible within schools, so comes with this the requirement that schools ensure their full inclusion. This article suggests that school counsellors and psychologists have an important role to play in supporting transgender people within schools. As an initial scoping of this suggestion, the article reports on findings from two Australian surveys: one focused on cisgender parents of transgender children, and one focused on cisgender school counsellors and psychologists in regard to their capacity for working with transgender people. The findings suggest that while the parent sample had largely negative experiences with school counsellors, the professional sample reported a high level of confidence in working with transgender people, although differences in gender and religiosity impacted upon school counsellors’ and psychologists’ acceptance of transgender people, and clinical knowledge for working with transgender people. The article concludes by advocating for ongoing training for school counsellors and psychologists in regard to working with transgender people, in addition to outlining the role that school counsellors and psychologists can play in facilitating a whole of school approach to transgender issues.

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Habel, John C., and John A. Bernard. "School and Educational Psychologists." Intervention in School and Clinic 34, no. 3 (January 1999): 156–62. http://dx.doi.org/10.1177/105345129903400306.

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Brennan, Barrie. "School Psychologists as Professionals." Australian Educational and Developmental Psychologist 7, no. 2 (November 1990): 16–21. http://dx.doi.org/10.1017/s0816512200026158.

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ABSTRACTThe article discusses the occupational status of school psychologists, and the implications of that status. The question as to whether school psychologists are professionals is quickly dealt with. They are. Then questions are raised concerning problems in professional practice in contemporary Australia, and possible sources of support for the professional in his or her own practice. Continuing professional education (CPE) is suggested as the means of supporting professionals, such as school psychologists, in their practice. Three bases for the type of CPE being advocated are suggested: professional practice; a consortium for provision; clearly defined goals. The perspective of the article is that of all professionals working in Australia. Experience and research in other professions in Australia and from overseas are related to the professional practice of school psychologists in Australia.

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Worrell, Travis G., Gary E. Skaggs, and Michael B. Brown. "School Psychologists' Job Satisfaction." School Psychology International 27, no. 2 (May 2006): 131–45. http://dx.doi.org/10.1177/0143034306064540.

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Furman, Anton. "School psychologists and school reform: challenges and opportunities." Psicologia Escolar e Educacional 3, no. 1 (1999): 21–32. http://dx.doi.org/10.1590/s1413-85571999000100003.

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School Psychology is a system of psychological services for schools and a distinctive discipline within psychological sciences. Slovak and Czech Republics educational context are used in order to understand school Psychology within a system of education. Change of the political and economic system present reflections in the status of the school ofthe preparation of school psychologists in order to solve educational needs and problems.

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Meroni, Claudia, Laura Fagnani, Emanuela Confalonieri, Davide Baventore, and Veronica Velasco. "The Italian School Psychologists’ Role: A Qualitative Study about Professional Practices and Representations." European Journal of Investigation in Health, Psychology and Education 11, no. 4 (September 24, 2021): 1134–55. http://dx.doi.org/10.3390/ejihpe11040084.

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School psychologists’ relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists’ role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.

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Franke, Helena, and Anna Vozková. "Techniky kolegiálního sdílení ve školství očima školních psychologů a psycholožek." PSYCHOLOGIE PRO PRAXI 55, no. 2 (July 1, 2022): 27–42. http://dx.doi.org/10.14712/23366486.2022.1.

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169 school psychologists participated in a questionnaire survey asking them about collegial sharing techniques in educational setting. The survey was part of the research project “Supervision – prevention of teacher burnout”. The aim of the study was to find out if school psychologists play a role in providing collegial sharing in schools and their attitude towards it. A questionnaire was created for the purposes of the research, it included quantitative and qualitative answers. Organized forms of collegial sharing (supervision and intervision) took place in only 21 percent of the monitored schools. However, 90 percent of participating school psychologists considered them important, and they believe that these techniques should be introduced to schools. They see the lack of time and interest in teachers as the main obstacles to the spread of these techniques in educational settings. School psychologists were interested in their own supervision and training in conducting of supervision or intervision.

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Maizere, James. "The Role of Educational Psychologists in the Education of d/Deaf and Hard of Hearing Children in Zimbabwe." EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES 4, no. 5 (May 31, 2024): 16–26. http://dx.doi.org/10.46606/eajess2023v04i05.0315.

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This study focused on the role of Educational Psychologists in the education of d/Deaf and Hard of Hearing (d/DHH) children at a school in Harare Metropolitan Province in Zimbabwe. The study employed a qualitative approach, an interpretive paradigm and a narrative research design. The study’s population comprised 11 teachers and four school administrators at the selected school as we as all nine Educational Psychologists from the Harare Province. Purposive sampling was used to select two Educational Psychologists, two school administrators and two teachers. Interviews were used to collect data from participants. Data was analyzed using Riessman’s interactional model of analysis and presented in narrative form to retain the meanings of the participants, thereby ensuring the trustworthiness of the findings. The study found that the major roles of the Educational Psychologists were psychological and audiometric assessments, placement, designing academic programs and following up on the academic programs in schools. The study also found that Educational Psychologists ensured the psychosocial welfare of the d/DHH children in schools. The study recommends that the Educational psychologists should equip all mainstream schools with the necessary resources so that d/DHH children are placed at their nearest schools. Schools Psychological Services should be responsible for modifications of academic resources and should ensure that they match the academic needs of the d/DHH children.

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Ganicheva, Elena Yu. "DEVELOPMENT OF PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCE OF ADOLESCENTS’ PARENTS IN EDUCATIONAL ORGANIZATIONS." Theoretical and experimental psychology 16, no. 1 (2023): 122–35. http://dx.doi.org/10.11621/tep-23-08.

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Background. Development of psychological and pedagogical competence of parents is placed among the relevant problems of scientifi c and practical interest in the modern psychological science. Its role is especially great in the crisis periods of the ontogenesis of mental processes and personality traits of children and adolescents. Th ere are many studies in the scientifi c literature devoted to the development and formation of parental competencies, but the issue of motivating teenagers’ parents to interact with school psychologists, in our opinion, has been paid insuffi cient attantion. Objective. Th e study was aimed at investigating the reasons for the low motivation of teenagers’ parents to interact with the school psychological service and the possibilities of educational institutions in providing support to adolescents’ parents in developing their psychological and pedagogical competence. Methods. Th e study implemented methods of theoretical analysis, questionnairies, quantitative and qualitative analysis of the research results. Sample. Th e study involved 100 people, including 50 school psychologists with more than 3 years of experience working in educational institutions of Moscow, and 50 parents of adolescents aged 14–15 studying in the secondary education schools in Russia (Moscow, Belgorod, Klimovsk). Results. Survey of educational psychologists has established the fact of a decrease in the number of appeals of teenagers’ parents to the psychological services at schools.Survey of adolescents’ parents revealed their readiness to interact with specialists of a psychological service, subject to special conditions. A methodological complex has been developed aimed at increasing the motivation of teenagers’ parents to interact with educational psychologists in order to develop parental competences. Conclusion. Th e study revealed the problem of a decrease in the motivation of teenagers’ parents to consult with a school psychologist. Th e results analysis suggests that the reasons for this decline are associated with the peculiarities of adolescence period and the parents’ unwillingness for transformation of parent-child relationships. Th e parents survey revealed the problem of creating conditions for the eff ective provision of counseling services by a school psychologist on the basis of educational institutions. Th e resulting methodological complex makes it possible to investigate the problems and opportunities of an educational organization in terms of increasing parental competence and off ers means of involving them in interaction with school psychological service. Th e results of the study suggest that preventive work with parents at the earlier stages of their ьchildren’s education in school will be eff ective in increasing the motivation of teenagers’ parents to interact with school psychologists.

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Pelling, Nadine. "How School Counsellors and Psychologists can Support Gay, Lesbian, Bisexual, and Questioning Adolescents." Australian Journal of Guidance and Counselling 14, no. 1 (July 2004): 78–95. http://dx.doi.org/10.1017/s1037291100002685.

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Gay, lesbian, bisexual, and questioning adolescents are a sizeable, albeit relatively invisible, minority within our education system. As a result, school counsellors and psychologists will encounter students who are same-sex attracted. Many school counsellors and psychologists who identify same-sex attracted students and see said issues as important will refer these students to specialist services within the community. Such referrals are not always the most appropriate way to handle same-sex attraction issues. School counsellors and psychologist have the professional characteristics required to create a therapeutic alliance and know the behavioural strategies needed to help same-sex attracted students deal with the issues, some related to same-sex attraction, likely to bring such students into contact with counselling or psychological services. It is suggested that school counsellors and psychologists add some basic knowledge, awareness, and skill relating to same-sex attraction to their professional development and, when possible, address the concerns of their sexual minority students directly and through systemic interventions. Reasons why school counsellors and psychologists are in an opportune position to support same-sex attracted students are given. Moreover, some of the knowledge, awareness and skills needed for competent work with same-sex attracted students are outlined. Finally, sexual minority resources are provided.

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Shahidullah, Jeffrey D., Maryellen Brunson McClain, Gazi Azad, Katherine R. Mezher, and Laura Lee McIntyre. "Coordinating Autism Care Across Schools and Medical Settings: Considerations for School Psychologists." Intervention in School and Clinic 56, no. 2 (April 27, 2020): 107–14. http://dx.doi.org/10.1177/1053451220914891.

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Optimal service delivery for students with autism spectrum disorder (ASD) often involves interdisciplinary care coordination between primary care clinicians, community-based providers, and school personnel such as school psychologists. Interdisciplinary care coordination includes communication and collaboration from multiple providers to facilitate comprehensive services that are accessible and continuous while promoting effective partnerships across the home, school, and community systems. Unfortunately, school psychologists report barriers to collaborating with providers outside the school setting around service delivery, including a mismatch in eligibility criteria for educational classifications verses medical diagnoses, lack of delineated roles and responsibilities of other providers, and a limited infrastructure around information sharing. This article (a) delineates roles and functions of school psychologists in coordinating care for students with ASD, (b) highlights potential barriers to care coordination from the perspective of school psychologists, and (c) provides practice considerations, objectives, and direct application activities to overcome barriers to care coordination.

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HASHIMOTO, Hidemi, and Kunio SHIOMI. "ROLES AND FUNCTIONS OF SCHOOL PSYCHOLOGISTS IN SCHOOLS." Annual Report of Educational Psychology in Japan 40 (2001): 177–89. http://dx.doi.org/10.5926/arepj1962.40.0_177.

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Volkova, E. N. "The Professional Interaction of the Teacher-Psychologists with Teachers at School." Вестник практической психологии образования 18, no. 2 (2021): 35–41. http://dx.doi.org/10.17759/bppe.2021180204.

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The article is dedicated to issues and organization of professional interaction of teacher-psychologists with the teaching staff at school. Today this type of psychological service becomes urgent because of the increasing of public expectations from the teacher. Effectivity is reached by organizing professional interaction between the psychologist and the teacher. There are causes and reasons for the professional interaction being less effective, and such reasons are connected to personal and professional incompetence of both the teacher, and the psychologist. The article sug-gests possible amendments to psychological activities in accordance with findings of the mod-ern studies on professional and personal resources of the teacher. These studies focus on professional and intrinsic motivation of the teacher, his pedagogical centering, personality and emotional intelligence. The ability of the psychologists to utilize this information for proactive psychological training, counselling and practice will enforce professional and personal resources of the teacher.

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Aiyegbayo, Olaojo. "Waveney Bushell: A Pioneering Black Educational Psychologist." History & Philosophy of Psychology 7, no. 1 (2005): 36–44. http://dx.doi.org/10.53841/bpshpp.2005.7.1.36.

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This article provides a brief account of the life and work of Waveney Bushell (b.1928), one of Britain’s first black female psychologists. As an educational psychologist, Bushell affected the lives of many West Indian children in Croydon, some of whom were wrongfully sent to Educationally Subnormal (ESN) schools in the 1960s and 1970s. Waveney Bushell herself faced prejudice and discrimination during her 22-year career. She was, for example, never recommended for senior psychologist posts in the Croydon School Psychological Services, despite her impressive career record.

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Russell, Paul. "System approaches to school psychology (or why school psychologists shouldn’t see kids)." Journal of Psychologists and Counsellors in Schools 29, no. 01 (June 2019): 100–106. http://dx.doi.org/10.1017/jgc.2019.8.

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AbstractIn a world where the only constant is change, schools are faced with the need to adapt creatively to changing societal demands, parental expectations, and children with increasingly diverse needs. Lasting and effective change can only occur with systemic and organisational change, and this essay argues that school-based psychologists are an invaluable, but potentially overlooked, resource in driving and supporting effective, evidence-supported, organisational change in schools. It is suggested that this can occur best when school-based psychologists are able to move away from direct service models that treat individual children to a systemic model that supports whole-school change.

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Røn Larsen, Larsen M., and Ch Højholt. "In the Shadow of the Desire for Orderliness: the Invisible Work of Psychologists to Resolve School Difficulties." Вестник практической психологии образования 18, no. 4 (2021): 30–44. http://dx.doi.org/10.17759/bppe.2021180403.

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The article presents the results of a study of the activities of educational psychologists working in Danish schools. The discovery is that the most valuable part of the work of school psychologists is done “in between times” and “in the corridor” — in the interval between scheduled meetings, testing and other tasks “according to job descriptions”. The researchers describe the specific types of psy-chologists' work in difficult school situations, the conditions of their professional activities and the di-lemmas that arise when solving professional problems. The authors note that creative, research and context-oriented work aimed at organizing cooperation between various parties is in conflict with the standardized work schedule, which occupies the bulk of the psychologist's working time, while real solutions to complex problems lie in informal communication, cooperation, studying social conditions and analyzing school problems. Choosing between what should and what is needed, the psycholo-gist finds himself in a situation of professionally significant choice and in a conflict situation with him-self, which leads to the need to constantly clarify his own situation and the conditions of his work.

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Chu, Lingyi, and Ruta Ziaunienė. "CROSS-CULTURAL TRANSITION CARE IN LITHUANIAN SCHOOLS: SCHOOL PSYCHOLOGISTS' PERSPECTIVES." Journal of Education Culture and Society 12, no. 2 (September 25, 2021): 550–66. http://dx.doi.org/10.15503/jecs2021.2.550.566.

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Aim. The study aims to enrich an understanding of how Lithuanian school psychologists perceive the cross-cultural transitional care in the bridging role they are made to play in their schooling contexts in supporting Cross-Culture Kids (CCK). Methods. The article presents research findings of surveying 200 school psychologists from Lithuania on current practices and challenges Lithuanian schools face in working with CCKs and developing effective and comprehensive school-based Cross-Cultural Transition Care Programmes (CCTCP). Results. The analysis shows that Lithuanian school psychologists are unfamiliar with CCK concepts and do not feel prepared to deliver CCTC service to migrant pupils and families or CCTC training to their peer teacher and school administration. Issues surrounding migrant integration are alien to many, and many see it as irrelevant to their school contexts, regardless of governmental attempts to integrate returning Lithuanian emigrants in recent years. Conclusion. The study shows that cross-cultural dialogues—and thus care support—yet need to find space in Lithuanian schools. Through systematic reconsideration, institutions providing educational support and training to key school actors, such as school psychologists, can be better supported. More approachable forms of implementable resources will allow space for schools to negotiate the extent and speed of their involvement, and also provide an arena for cross-cultural narratives and integration care, as they see fit best in their context.

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Guest, Kristin E. "Career Development of School Psychologists." Journal of School Psychology 38, no. 3 (May 2000): 237–57. http://dx.doi.org/10.1016/s0022-4405(00)00030-3.

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Kapoulitsas, Maryanne, and Tim Corcoran. "School Psychologists and Ethical Challenges." Educational and Developmental Psychologist 34, no. 1 (March 20, 2017): 48–61. http://dx.doi.org/10.1017/edp.2016.21.

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This research explored how psychologists working in the Victorian secondary state school system construct meaning around ethical practice. The specific aims of the research were to examine psychologists understanding of ethics in practice within schools and to explore challenges they faced regarding professional ethics when working in the education system. A qualitative design was adopted to explore the topic. Five psychologists working in the Victorian state education system were interviewed, and the data were analysed using thematic analysis. Two themes presented from the transcripts: legalities and ethics and varied peer support. The psychologists reported having to confront often and repeated ethical challenges, but despite this, positioned themselves as ethical practitioners. Ethical practice was portrayed as a complex construct that is always socially and politically embedded. Subsequently, discussion on the topic should extend beyond the sole practitioner. The research provides future direction for policy development and workplace procedures, including access to professional supervision.

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French, Joseph L. "School Psychologists in Educational Reform." Contemporary Psychology: A Journal of Reviews 36, no. 8 (August 1991): 686–87. http://dx.doi.org/10.1037/030046.

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Coxon, Peter. "School Psychologists as Teacher Trainers." School Psychology International 12, no. 1-2 (April 1991): 143–49. http://dx.doi.org/10.1177/0143034391121012.

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Crespi, Tony D., and Barbara A. Fischetti. "Clinical Supervision for School Psychologists." School Psychology International 18, no. 1 (February 1997): 41–48. http://dx.doi.org/10.1177/0143034397181004.

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Fischetti, Barbara A., and Tony D. Crespi. "Clinical Supervision for School Psychologists." School Psychology International 20, no. 3 (August 1999): 278–88. http://dx.doi.org/10.1177/0143034399203003.

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Journal articles on the topic 'School psychologists'

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