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.

Counseling and Psychotherapy in the School Context

2010 ◽  
pp. 77-93 ◽  
Author(s):  
Rosemary Flanagan ◽  
Jeff A. Miller
Keyword(s):  
Substance Abuse ◽  
Physical Health ◽  
School Psychologists ◽  
School Context ◽  
Interpersonal Problems ◽  
Academic Failure ◽  
Psychological Services ◽  
Dropping Out ◽  
Practice Setting ◽  
Vocational Success

Chapter 5 discusses the increased awareness of the need for expanded psychological services in schools to address issues that include academic failure, bullying, interpersonal problems, substance abuse, dropping out of school, limited vocational success, problems with physical health, and suicide. It also covers how counseling and psychotherapy are delivered by school psychologists according to their credentials and practice setting.

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 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 (< 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.

School Psychology and Supervision in Australia

2018 ◽  
Vol 35 (1) ◽  
pp. 1-17
Author(s):  
Nina Ding ◽  
Janene Swalwell
Keyword(s):  
School Psychology ◽  
School Psychologists ◽  
Clinical Supervision ◽  
Essential Feature ◽  
Continuing Professional Development ◽  
Policy Support ◽  
Health Practitioner ◽  
High Quality ◽  
Psychological Practice ◽  
Australian Health

Clinical supervision is an essential feature of high-quality psychological practice. However, it has been under-investigated within the field of school psychology and particularly in Australia. An overview of the field of school psychology, its clinical supervision, and its use by school psychologists is provided. Past literature has suggested inadequate engagement with supervision among these practitioners. In order to examine current work contexts and supervision experiences, 77 school psychologists were surveyed. Engagement in supervision appears to have markedly increased since the Australian Health Practitioner Regulation Agency (AHPRA) Continuing Professional Development mandates in 2010. However, the data indicated that further organisational and policy support of school psychologists is warranted.

scholarly journals School psychologists and school reform: challenges and opportunities

1999 ◽  
Vol 3 (1) ◽  
pp. 21-32
Author(s):  
Anton Furman
Keyword(s):  
School Psychology ◽  
School Reform ◽  
Economic System ◽  
School Psychologists ◽  
Psychological Services ◽  
The Political ◽  
Educational Context ◽  
Education Change ◽  
Challenges And Opportunities ◽  
The Status

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.

Content analysis of School Psychology International, 1990–2011: An analysis of trends and compatibility with the NASP Practice Model

2011 ◽  
Vol 32 (6) ◽  
pp. 569-591 ◽  
Author(s):  
Steven G. Little ◽  
Angeleque Akin-Little ◽  
Keryn Lloyd
Keyword(s):  
School Psychology ◽  
Formal Analysis ◽  
Psychological Services ◽  
Professional Organizations ◽  
Current Status ◽  
Practice Model ◽  
School Psychological Services ◽  
The Status ◽  
Journal Content ◽  
Published Research

Formal analysis of research publications serves as one indicator of the current status of a profession or a journal. Content analyses provide both practitioners and academicians with information on the status of research in the profession. These types of analyses can also provide information on the concordance between published research and what professional organizations consider key areas of practice. The current study examined articles published in one journal, School Psychology International, for a 22-year period from 1990 through 2011 ( n = 671 articles). All articles were coded for demographics of the author, including country of origin and level of international content, and the content matching categories found in the NASP Model for Comprehensive and Integrated School Psychological Services. Results indicated that the journal is very much international with authors coming from 57 countries. With regard to gender, a trend was noticed for increased participation by women. Finally, the analysis of content found a pattern that was not highly consistent with the categories identified by NASP. Factors contributing to the lack of consistency between research and areas of practice are discussed.

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