The Changing Role of the School Psychologist

1984 ◽  
Vol 1 (1) ◽  
pp. 10-13 ◽  
Author(s):  
Margaret Lord ◽  
Vicki McKenzie ◽  
Sue O'Brien ◽  
Cheryl Semmens
Keyword(s):  
Social Workers ◽  
Student Services ◽  
School Psychologist ◽  
Psychological Services ◽  
School Based ◽  
School Psychological Services ◽  
Changing Role ◽  
Speech Therapists

School psychological services in Victoria are provided by Student Services, which is not a school based service. The staff includes Guidance Officers, Psychology Officers, Social Workers, Welfare Officers, Interpreters and Speech Therapists. Services are provided to pre-schools, special facilities, government and registered schools. This paper focuses on the psychological services provided.

The Changing Role of Social Workers

1995 ◽  
pp. 235-254
Author(s):  
Nancy R. Weiss ◽  
Audrey N. Leviton ◽  
Mary H. Mueller
Keyword(s):  
Social Workers ◽  
Changing Role

Changing Role Perceptions for Parents of Handicapped Children

1971 ◽  
Vol 38 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Kathryn P. Meadow ◽  
Lloyd Meadow
Keyword(s):  
Socioeconomic Status ◽  
Social Workers ◽  
Handicapped Child ◽  
Role Perception ◽  
Socialization Process ◽  
Handicapped Children ◽  
Role Change ◽  
Emotional Aspects ◽  
Changing Role

Socialization to the role of parent of a handicapped child is usually a traumatic and conflict producing experience. There are both instrumental (technical) and expressive (emotional) aspects of this role change which need resolution. The agents of socialization, such as doctors, teachers, social workers, and handicapped adults, play an important role in the socialization process. The transition in role perception is also influenced by the socioeconomic status, age, religion, and physical characteristics of the parents and by the sex and birth order of the child. An understanding of the influence of these factors should assist the agents of socialization in helping parents and in turn be beneficial to the handicapped child in making an effective adjustment to his handicap.

scholarly journals Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete

2021 ◽  
Vol 11 (8) ◽  
pp. 439
Author(s):  
Maria Panteri ◽  
Juan Calmaestra ◽  
Verónica Marín-Díaz
Keyword(s):  
School Psychologists ◽  
School Psychologist ◽  
Professional Services ◽  
Psychological Services ◽  
Unified Framework ◽  
Online Questionnaire ◽  
Personal Problems ◽  
Common Understanding

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.

Demographic Influences on Perceptions of School Psychological Services

1982 ◽  
Vol 54 (3_suppl) ◽  
pp. 1167-1176
Author(s):  
Richard M. Gargiulo ◽  
Norman S. Chambers ◽  
Edward D. Fiscus
Keyword(s):  
School Psychologists ◽  
School Psychologist ◽  
Demographic Variables ◽  
Information Gathering ◽  
Psychological Services ◽  
Nonparametric Analysis ◽  
Exceptional Children ◽  
School Psychological Services ◽  
Perceptions Of School

This study examined the influence of demographic variables on the perceptions of 191 teachers, 90 administrators, and 51 school psychologists when establishing preference rankings in five areas of school psychological services: priority for referral, information-gathering techniques, utilization of the school psychologist, effectiveness with exceptional children, and strategies of remediation employed. A nonparametric analysis of rank indicated contradictory perceptions among the respondents. Age, sex, degree, experience, and level of assignment affected the subjects' perceptions variously. Explanations were proposed.

scholarly journals French grammars in England 1660‑1820

2019 ◽  
Vol 41 (2) ◽  
pp. 137-156
Author(s):  
Simon Coffey
Keyword(s):  
Language Teaching ◽  
School Based ◽  
Changing Role ◽  
The Way ◽  
Scientific Rationalism

This paper presents an analysis of a corpus of grammars written for learning French in England from 1660 to 1820, a period sometimes referred to euphemistically as the “long century” which saw language teaching evolve in response to broader social and epistemological developments, namely the increased codification of vernacular grammar against a backdrop of scientific rationalism and, in England, the greater institutionalisation of school-based pedagogies. The aim of the analysis is twofold: firstly, to identify some key shifts in the formulation of content, specifically changes in overall structure and distribution of sections, including differences in grammatical nomenclature, and, secondly, to contextualise these developments by considering the changing role of the grammarian-teachers as demonstrated in the way they position themselves as authors to different publics.

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