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.

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.

scholarly journals Measurement of the Effects of School Psychological Services: A Scoping Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Bettina Müller ◽  
Alexa von Hagen ◽  
Natalie Vannini ◽  
Gerhard Büttner
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Scoping Review ◽  
School Context ◽  
Past Research ◽  
Psychological Services ◽  
Psychological Practice ◽  
School Psychological Services ◽  
Different Types ◽  
Full Text Screening

School psychologists are asked to systematically evaluate the effects of their work to ensure quality standards. Given the different types of methods applied to different users of school psychology measuring the effects of school psychological services is a complex task. Thus, the focus of our scoping review was to systematically investigate the state of past research on the measurement of the effects of school psychological services published between 1998 and 2018 in eight major school psychological journals. Of the 5,048 peer-reviewed articles published within this period, 623 were coded by two independent raters as explicitly refering to school psychology or counseling in the school context in their titles or abstracts. However, only 22 included definitions of effects of school psychological services or described outcomes used to evaluate school psychological services based on full text screening. These findings revealed that measurement of the effects of school psychological services has not been a focus of research despite its' relevance in guidelines of school psychological practice.

scholarly journals Perceived Roles and Function of School Psychologists by College of Education Students

2013 ◽  
Vol 15 ◽  
pp. 49-59
Author(s):  
Akor Isaiah Akem ◽  
Victor Tavershima Ukeli
Keyword(s):  
College Students ◽  
Secondary Education ◽  
School Psychologists ◽  
Primary Education ◽  
School Psychologist ◽  
College Of Education ◽  
Education Students ◽  
And Function ◽  
Perceptions Of School

The purpose of this study was to examine College of Education students’ perceptions of school psychologist’s roles and functions. Participants were 200 (164) students in College of Education, Katsina-Ala. A questionnaire was employed to collect the data. It was found that college students majoring in secondary education rated all roles/functions as significantly more important than those majoring in primary education (p < .05). Students majoring in secondary education and those majoring in primary education differed significantly in their expectation on who they thought should serve the various roles and functions of a school psychologist if a school psychologist is not available. NCE 2 rated all of the roles/functions significantly higher than did NCE 1 (p < .05). However, NCE 1 and NCE 2 did not differ significantly (p > .01) on who they thought should perform the various roles and functions of an unavailable school psychologist. Implications of the findings were also presented in this article.

Administrators' Perceptions of School Psychologists' Roles and Satisfaction with School Psychologists

1992 ◽  
Vol 71 (2) ◽  
pp. 571-575 ◽  
Author(s):  
Alex Thomas ◽  
Michele L. Orf ◽  
Edward M. Levinson ◽  
Dennis Pinciotti
Keyword(s):  
Secondary School ◽  
Multiple Regression ◽  
School Psychologists ◽  
School Administrators ◽  
School Psychologist ◽  
Stepwise Multiple Regression ◽  
Role Functioning ◽  
Secondary School Administrators ◽  
Perceptions Of School

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.

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.

scholarly journals Efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services: a rapid systematic evidence review

2021 ◽  
Author(s):  
Alexa von Hagen ◽  
Bettina Müller ◽  
Anna Sedlak ◽  
Gerhard Bachmann ◽  
Jana Herbert ◽  
...  
Keyword(s):  
School Psychologists ◽  
Information Needs ◽  
Rating Scale ◽  
Psychological Services ◽  
Evidence Based ◽  
Supporting Evidence ◽  
School Psychological Services ◽  
Starting Point ◽  
Evidence Review ◽  
The Impact

As a consequence of the Covid-19 pandemic, the implementation of teleconsultation in the delivery of school psychological services has increased notoriously in many countries throughout the last year. With the aim of supporting evidence-based practices on this matter, we conducted a rapid systematic evidence review on the efficacy of teleconsultation as compared to in-person consultation in the delivery of school psychological services. From a total of 3,873 references identified through our search, only three (&lt; 1%) reports met eligibility criteria for this review. One of these studies showed serious risk of bias according to the ROBINS-I rating scale (Sterne et al., 2016) and was therefore excluded from further analyses. Due to insufficient data, we were unable to compute meta-analyses and for this reason summarized the available evidence in a narrative style. Overall, the limited evidence that we identified seems to indicate that the impact of teleconsultation in the delivery of school psychological services on consumer satisfaction and evaluated mental health outcomes of service users is equivalent or slightly higher to in-person consultation. However, this information needs to be interpreted with caution due to the scarcity of available data, as well as methodological limitations. Our findings may serve as a basis for policymakers and school psychologists to guide an evidence-based implementation of teleconsultation practices, as well as a starting point for researchers to build on previous work when designing future studies in this field.

Rural School Psychology in the United States

1986 ◽  
Vol 7 (1) ◽  
pp. 20-26 ◽  
Author(s):  
James McLeskey ◽  
E. Scott Huebner ◽  
Jack A. Cummings
Keyword(s):  
United States ◽  
School Psychologists ◽  
Rural Areas ◽  
Education Programme ◽  
The United States ◽  
Psychological Services ◽  
Community Resources ◽  
Exceptional Children ◽  
Rural Settings ◽  
Rural School Psychology

The unique ecology of rural settings results in difficulty with regard to the delivery of psychological services. The investigation reported herein was designed to determine the particular problems which are perceived as most extreme by school psychologists from the United States practising in rural areas of four selected states. Psychologists were asked to rank ten problem statements from most to least severe in relation to their job setting. Results reveal that limited accessibility to community resources, lack of understanding of exceptional children by parents or school staff, heavy caseload, and limited availability of alternative special education programme options were the most severe problems faced by school psychologists in the settings surveyed. The implications of these problems for the training of school psychologists and for professional practice are discussed.

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