Author: Laura Lynn Greene
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 111
Book Description
The literature in the field of school psychology suggests that the role of the school psychologist has been primarily as a person who conducts assessments for the special education population but that school psychologists desire to be engaged in additional services, such as prevention and direct intervention. Influences on the role of school psychologist may include: perceptions of consumer groups, the power and influence of the school principal and special education legislation. A qualitative study was conducted to obtain the perceptions of principals, as an individual consumer group, about current and desired school psychological services, as well as potential barriers to expanding the role. Semi-structured interviews were conducted with ten elementary school principals in Central/Northern New Jersey and the data were analyzed using Interpretative Phenomenological Analysis and Classical Content Analysis. Results suggested that principals perceived assessment to be the primary activity of the school psychologist and that many school psychologists were also involved in consultative activities, or served as a resource to staff and families. Most of the principals in this study expressed a desire for additional services, such as providing training to parents and staff, as well as having the school psychologist have more direct contact with students. The envisioned role was also seen as preventative rather than reactive with increased flexibility and increased visibility in the school. The perceived barriers to expanding the role of the school psychologist that were reported were time and financial constraints, as well as legislation. Principals in this study did not view themselves as being a critical influence in defining the role of the school psychologist. They suggested that school psychologists make a plan and approach the administration with recommendations of how to expand their services in the school. In order to facilitate this, training programs could place a greater emphasis on preparing school psychologists for the role of providing training and psycho-education, as well as preparing them for collaboration with administrators and other stakeholders in the school.
Principals' Attitudes about School Psychological Services
Author: Laura Lynn Greene
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 111
Book Description
The literature in the field of school psychology suggests that the role of the school psychologist has been primarily as a person who conducts assessments for the special education population but that school psychologists desire to be engaged in additional services, such as prevention and direct intervention. Influences on the role of school psychologist may include: perceptions of consumer groups, the power and influence of the school principal and special education legislation. A qualitative study was conducted to obtain the perceptions of principals, as an individual consumer group, about current and desired school psychological services, as well as potential barriers to expanding the role. Semi-structured interviews were conducted with ten elementary school principals in Central/Northern New Jersey and the data were analyzed using Interpretative Phenomenological Analysis and Classical Content Analysis. Results suggested that principals perceived assessment to be the primary activity of the school psychologist and that many school psychologists were also involved in consultative activities, or served as a resource to staff and families. Most of the principals in this study expressed a desire for additional services, such as providing training to parents and staff, as well as having the school psychologist have more direct contact with students. The envisioned role was also seen as preventative rather than reactive with increased flexibility and increased visibility in the school. The perceived barriers to expanding the role of the school psychologist that were reported were time and financial constraints, as well as legislation. Principals in this study did not view themselves as being a critical influence in defining the role of the school psychologist. They suggested that school psychologists make a plan and approach the administration with recommendations of how to expand their services in the school. In order to facilitate this, training programs could place a greater emphasis on preparing school psychologists for the role of providing training and psycho-education, as well as preparing them for collaboration with administrators and other stakeholders in the school.
Publisher:
ISBN:
Category : Elementary school principals
Languages : en
Pages : 111
Book Description
The literature in the field of school psychology suggests that the role of the school psychologist has been primarily as a person who conducts assessments for the special education population but that school psychologists desire to be engaged in additional services, such as prevention and direct intervention. Influences on the role of school psychologist may include: perceptions of consumer groups, the power and influence of the school principal and special education legislation. A qualitative study was conducted to obtain the perceptions of principals, as an individual consumer group, about current and desired school psychological services, as well as potential barriers to expanding the role. Semi-structured interviews were conducted with ten elementary school principals in Central/Northern New Jersey and the data were analyzed using Interpretative Phenomenological Analysis and Classical Content Analysis. Results suggested that principals perceived assessment to be the primary activity of the school psychologist and that many school psychologists were also involved in consultative activities, or served as a resource to staff and families. Most of the principals in this study expressed a desire for additional services, such as providing training to parents and staff, as well as having the school psychologist have more direct contact with students. The envisioned role was also seen as preventative rather than reactive with increased flexibility and increased visibility in the school. The perceived barriers to expanding the role of the school psychologist that were reported were time and financial constraints, as well as legislation. Principals in this study did not view themselves as being a critical influence in defining the role of the school psychologist. They suggested that school psychologists make a plan and approach the administration with recommendations of how to expand their services in the school. In order to facilitate this, training programs could place a greater emphasis on preparing school psychologists for the role of providing training and psycho-education, as well as preparing them for collaboration with administrators and other stakeholders in the school.
Attitudes of Principals, Teachers, and School Psychologists Regarding School Psychological Services
Author: Marya DeHaven Keeth
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 268
Book Description
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 268
Book Description
Attitudes Toward School Psychological Services Among Yeshiva Principals
Author: Brucha Lowinger
Publisher:
ISBN:
Category : Jewish children
Languages : en
Pages : 131
Book Description
Publisher:
ISBN:
Category : Jewish children
Languages : en
Pages : 131
Book Description
Attitudes of Classroom Teachers Toward the Roles of the School Psychologist and Other Personnel of a Psychological Services Center for Children
Author: Charles William Romig
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 334
Book Description
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 334
Book Description
The Delivery of Psychological Services in Schools
Author: Stephen N. Elliott
Publisher: Routledge
ISBN: 135163092X
Category : Psychology
Languages : en
Pages : 413
Book Description
Originally published in 1986, the volume is organized into three parts: Basic Issues, Models and Settings, and Evaluation and Development. The Editors begin with a description of the major conceptual dimensions and the fundamental questions that affect the practice of school psychology. Part 2 focuses on psychological service delivery issues as they are affected by particular models of service delivery and the settings in which a service is provided. Part 3 consists of various evaluation and development issues that influence school psychology. Taken together, the chapters provide a comprehensive view of major service delivery issues within school psychology. In addition, virtually all of the chapters offer suggestions about needed directions for the field and many identify avenues by which these new directions can be accomplished.
Publisher: Routledge
ISBN: 135163092X
Category : Psychology
Languages : en
Pages : 413
Book Description
Originally published in 1986, the volume is organized into three parts: Basic Issues, Models and Settings, and Evaluation and Development. The Editors begin with a description of the major conceptual dimensions and the fundamental questions that affect the practice of school psychology. Part 2 focuses on psychological service delivery issues as they are affected by particular models of service delivery and the settings in which a service is provided. Part 3 consists of various evaluation and development issues that influence school psychology. Taken together, the chapters provide a comprehensive view of major service delivery issues within school psychology. In addition, virtually all of the chapters offer suggestions about needed directions for the field and many identify avenues by which these new directions can be accomplished.
Elementary, Middle School, and Special Service Teachers' Attitudes Toward School Psychologists and the Psychological Services They Provide
Author: Terese L. Alexander
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 194
Book Description
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 194
Book Description
Teachers' Perceptions of the School Psychologist
Author: Linda Veronica Wilson
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
Book Description
A Study of the Consensus of Expectations for the Role of the School Psychologist in New York State Among Elementary School Teachers and Elementary School Principals
Author: Alfred Gelerinter
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 486
Book Description
Publisher:
ISBN:
Category : Counseling in elementary education
Languages : en
Pages : 486
Book Description
Teachers' Perceptions of Students' Needs for Family Counseling and Attitudes Toward School-based Family Counseling
Author: Marjorie Star Snyder
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 192
Book Description
A comprehensive search of multiple databases for references to the connection between families and schools yields a rich representation from family therapy, school counseling, school psychology, and education literature supporting the idea that schools must serve not only students, but students' families as well. One of the common themes emerging from the literature is that schools must recognize the impact of family systems upon a student's school performance and that many student school problems are related to family dysfunction. The literature suggests that school-based family counseling may be an essential component of family-friendly school services; that is, for the purposes of this dissertation, the provision of formal family counseling in the school setting by the school counselor or school psychologist. However, the literature does not address teachers' attitudes towards school-based family counseling, which seems important given that they are on the front lines of identifying students needing any kind of intervention. This study explores teacher attitudes and characteristics relating to recognizing and identifying students' needs for family counseling and their self-reported likelihood to refer them for school-based family counseling services.
Publisher:
ISBN:
Category : Educational counseling
Languages : en
Pages : 192
Book Description
A comprehensive search of multiple databases for references to the connection between families and schools yields a rich representation from family therapy, school counseling, school psychology, and education literature supporting the idea that schools must serve not only students, but students' families as well. One of the common themes emerging from the literature is that schools must recognize the impact of family systems upon a student's school performance and that many student school problems are related to family dysfunction. The literature suggests that school-based family counseling may be an essential component of family-friendly school services; that is, for the purposes of this dissertation, the provision of formal family counseling in the school setting by the school counselor or school psychologist. However, the literature does not address teachers' attitudes towards school-based family counseling, which seems important given that they are on the front lines of identifying students needing any kind of intervention. This study explores teacher attitudes and characteristics relating to recognizing and identifying students' needs for family counseling and their self-reported likelihood to refer them for school-based family counseling services.
The Role of a School Psychologist
Author: Anne Bette Austin
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 216
Book Description
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 216
Book Description