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.

School Camp Refusal and Reluctance: The Role of the School Psychologist

2018 ◽  
Vol 28 (2) ◽  
pp. 235-247
Author(s):  
Mary C. Woods ◽  
John R. Burns
Keyword(s):  
School Psychologists ◽  
School Psychologist ◽  
Childhood Anxiety ◽  
School Refusal ◽  
Duty Of Care ◽  
Management Approach ◽  
Student Parents ◽  
General School

Attendance at overnight school camp is an integral component of the Australian educational landscape. However, some students are reluctant to attend camp, while others refuse to attend at all. School psychologists play an important part in supporting these students and their families, and teachers. While much is published about general school refusal, there is surprisingly little attention given to the specific management of school camp refusal and reluctance. This article summarises the contribution of the related theoretical areas of childhood anxiety, school refusal, and homesickness. It then outlines, through a case study example, a management approach for school psychologists, from presentation of the problem to assessment, through to informed intervention, including a suite of strategies to support the student, parents and teachers, who have duty of care during camps.

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 The Role of Sufistic-Based Kiai Leadership in Developing the Character of Santri in the Pesantren

2021 ◽  
Vol 13 (3) ◽  
pp. 1705-1714
Author(s):  
Chusnul Muali ◽  
Moh Rofiki ◽  
Hasan Baharun ◽  
Zamroni Zamroni ◽  
Lukman Sholeh
Keyword(s):  
Essential Role ◽  
Vital Role ◽  
Qualitative Approach ◽  
Reduction Techniques ◽  
Study Results ◽  
Technological Developments ◽  
The Subject ◽  
Common Understanding

This study aims to describe Sufistic-based Kiai leadership's role in shaping Santri character at the Pesantren Nurul Jadid Paiton Probolinggo. This research is a case study qualitative approach, with Kiai as the subject. We collected data using interview, documentation, and observation techniques, then analyzed using reduction techniques, presenting data, and drawing conclusions. The results showed that the Sufistic-based Kiai's leadership had an essential role in fostering the character of the Santri. The study results indicate that the Sufistic-based Kiai leadership has a vital role in promoting the surface of the Santri. Kiai is a person who gives influence in building character with Uswah (Modelling). This study also found that the factors that influence low morale are that Santri has a common understanding of the latest technological developments. In Sufistic-based leadership, there are four things that a leader must possess: 1) The Tawasuth, 2) The nature of I'tidal, 3) The Tawazun, and 4) The Tasamuh.

Co-Constructing a Learning Community

2011 ◽  
Vol 1 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Chris Robertson
Keyword(s):  
Learning Community ◽  
Community Of Practice ◽  
Occupational Therapists ◽  
Children And Families ◽  
Vulnerable Children ◽  
Wide Range ◽  
Common Understanding ◽  
Country Specific

This paper explores the development of professional understanding across a large group of professionals and academics from eight different countries engaged in an international project. The focus of the project was to develop a suite of appropriate electronic tools to support the wide range of professionals (doctors, teachers, care and family workers, psychologists and medical and occupational therapists) who may be involved in working with and providing support for vulnerable children and families, which would be relevant across European countries. This case study explores how effective communication developed between the members of the research group to enable greater common understanding of both cultural and country specific provision, needs, and the underpinning philosophy and principles behind current provision in different countries represented. It explores the role of a ‘learning community’ and a ‘community of practice’ (Lave & Wenger, 1998) in this process as a tool for developing understanding. It provides insights into related issues, and possible future lessons to be learnt.

scholarly journals Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia

2013 ◽  
Vol 30 (1) ◽  
pp. 54-73 ◽  
Author(s):  
Henry D. Bell ◽  
Vicki McKenzie
Keyword(s):  
Service Delivery ◽  
School Psychologists ◽  
Individual Case ◽  
Work Practices ◽  
Job Functions ◽  
Teachers And Parents ◽  
Perceptions Of School ◽  
Models Of Service Delivery ◽  
Common Understanding

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.

scholarly journals Structuring the learning disabilities module: A course design based on case study

2017 ◽  
Vol 12 (3) ◽  
pp. 108-120
Author(s):  
Gül Kahveci ◽  
Nerguz Bulut Serin
Keyword(s):  
Sexual Abuse ◽  
Learning Disabilities ◽  
Action Research ◽  
School Psychologists ◽  
Course Design ◽  
School Psychologist ◽  
Specific Knowledge ◽  
Self Confidence ◽  
School Counsellors

Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors’ specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims. Keywords: Childhood sexual abuse; school psychologist; learning disabilities; action research, prevention and support processes.

scholarly journals Structuring the learning disabilities module: A course design based on case study

2017 ◽  
Vol 12 (3) ◽  
pp. 108
Author(s):  
Gül Kahveci ◽  
Nergüz Bulut Serin
Keyword(s):  
Sexual Abuse ◽  
Learning Disabilities ◽  
Action Research ◽  
School Psychologists ◽  
Course Design ◽  
School Psychologist ◽  
Specific Knowledge ◽  
Self Confidence ◽  
School Counsellors

Abstract   Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors’ specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims. Keywords: Childhood sexual abuse, school psychologist, learning disabilities, action research, prevention and support processes.    

Design Thinking Mindset

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Leanne SOBEL ◽  
Jochen SCHWEITZER ◽  
Bridget MALCOLM ◽  
Lars GROEGER
Keyword(s):  
Design Thinking ◽  
Building Design ◽  
Professional Services ◽  
Professional Service ◽  
Capability Development ◽  
Structured Interviews ◽  
Measurement Tools ◽  
Challenges And Opportunities

This case study reflects on the role of design thinking mindsets in building design thinking capability within professional services consultancies. The nine design thinking mindset attributes developed by Schweitzer et. al (2016) formed the basis of five engagements with consultancies including workshops and semi-structured interviews. Data collection and observation by the authors identified key themes relating to the role of design thinking mindsets at an individual, team and organisational level, as well as the challenges and opportunities of embedding design thinking mindsets to build capability. The authors believe that capability development through the use of design thinking mindsets has the potential to support professional service consultancies to make more significant progress in embedding design thinking beyond the current focus on methods. Potential experiential learning frameworks and measurement tools are also identified.

The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners

2010 ◽  
Vol 31 (6) ◽  
pp. 617-630 ◽  
Author(s):  
Chris Forlin
Keyword(s):  
Hong Kong ◽  
Learning Outcomes ◽  
School Psychologists ◽  
Inclusive Education ◽  
School Psychologist ◽  
Whole School ◽  
International Perspectives ◽  
Whole School Approach ◽  
Quality Learning

In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years.

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