Educators describe the school psychologist

Gilmore, George E.; Chandy, Jean

doi:10.1002/1520-6807(197310)10:4<397::aid-pits2310100403>3.0.co;2-d

Cited by 30 publications

(4 citation statements)

References 15 publications

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“…Teachers often have expectations of the educational psychologist's role that differ from the perceptions of the educational psychologist (Lovejoy, 1984;Gilmore & Chandy, 1973;Gutkin, 1980). Roberts (1970) studied the functions of education-al psychologists as rated by classroom teachers.…”

Section: A) Role Discrepanciesmentioning

confidence: 99%

“…The degree to which the information is helpful must depend on how intelligible it is, and on its implications. Recommendations for action or treatment, often referred to as "program recommendations", are considered one of the most important aspects of a school psychology report (Gilmore & Chandy, 1973;Ownby, Wallbrown & Brown, 1982;Ownby, 1990). However, it appears that classroom teachers rarely implement these recommendations or strategies into their educational programs for students.…”

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confidence: 99%

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Perceptions of psychological recommendation strategies: A review

Farrell

Care

2000

Aust. j. guid. couns.

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School psychology reports typically include program recommendations for teachers to implement with their students. These recommendations, however, are not always followed up. This brief review identifies and discusses some of the factors which may account for this phenomenon. Lack of research in the field is evident, particularly in the Australian context. Issues of role identification of psychologists in the school system, and the expectations of them held by teaching staff are discussed.

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Section: A) Role Discrepanciesmentioning

confidence: 99%

mentioning

confidence: 99%

Perceptions of psychological recommendation strategies: A review

Farrell

Care

2000

Aust. j. guid. couns.

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“…Regarding the choice of teacher consultees, research investigations suggest that certain types of teachers are more willing than others to commit their time to consultation. These include teachers who have recently entered the profession (Gilmore & Chandy, 1973;Mann, 1973), teachers in the upper as opposed to lower elementary grades (Mann, 1973), and teachers who are better able to articulate their classroom problems and resulting reactions (Goldman & Cowan, 1976). There is some evidence (Miller, 1974) that teachers as a whole prefer nondirective consultants (who employ empathetic listening, reflection, and clarification) to behavioral consultants.…”

Section: Initiating Consultationmentioning

confidence: 99%

School psychologists as consultants: Issues in training, practice, and accountability.

Stewart¹,

Medway²

1978

Professional Psychology

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From contemporary research and theory in mental health consultation, implications are drawn for the development of an indirect service role on the part of school psychologists. Attention is given to the need for training school psychologists in consultation skills, to the obstacles encountered in the initiation of consultative relationships, and to methods for assessing efficiency and effectiveness of a variety of consultative activities.Although it is difficult to define precisely the true scope of mental health consultation, there is general consensus that the practice typically involves a series of face-to-face interactions between a mental health specialist (the consultant) and one or more persons (the consultees) who provide services of a psychological nature to another (the client). Simply stated, consultation focuses on improving and strengthening the ability of the consultee to work with the client. When consultation services are provided within a school setting, one commonly finds a psychologist (who for this discussion is considered to be a full-time school-district employee) serving as a consultant, a teacher serving as a consultee, and a student of the teacher serving as a client. Essentially, school-based consultation (Lambert, 1974) involves the psychologists' delivery of indirect mental health services in which benefiting the consultee's student client is seen as the prime concern. These services can be initiated by either the psychologist or teacher and are conducted on a voluntary and trial basis with the understanding that responsibility for student welfare rests with both parties.Although Caplan (1970) pioneered and popularized consultation techniques in mental health settings in the early 1960s, not until several years later did his ideas begin to catch the attention of school psychologists. Those psychologists who had found that individual testing was inordinately time-consuming and that it infrequently lead to effective intervention began to view the consultation role as a possible means by which to make greater contributions to the general mental health needs of school children. In recent years the number of papers proposing consultation as one of the primary functions of the school psychologist has increased considerably (O'Callaghan, 1974). These papers have dealt with comparisons of various consultation models, day-to-day problems encountered by consultants, outcomes of particular consultation projects, and psychologist and teacher characteristics associated with successful consultation sessions. Despite this increased emphasis on school consultation, however, the majority of school psychologists report that their professional activities are still essentially of a direct service nature, with subdoctoral psychologists providing primarily psychodiagnostic services (Farling & Hoedt, 1971).The purpose of this paper is to integrate contemporary findings on school consultation and their implications for practicing school psychologists. Recent theoretical statements as well as findings from the...

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“…Despite these strong opinions, systematic data with reference to the actual effect of the legislation on practice have not been gathered on a national sample. While few data are available on the impact of this legislation, prior surveys conducted over the years measured school psychologists' perceptions of and attitudes toward their role (e.g., Barbanel & Hoffenberg-Rutman, 1974;Cook & Patterson, 1977;Dansinger, 1969;Farling & Hoedt, 1971;Giebink & Ringness, 1970;Gilmore & Chandy, 1973;Keogh, Kukic, Becker, McLaughlin, & Kukic, 1975;Martin & Meyers, 1981;Meacham & Peckham, 1978;Ramage, 1979;Roberts, 1970;Goldwasser, Note 4;Manni, Lodgek, Potts, & Richwine, Note 5). These surveys have produced two general findings.…”

mentioning

confidence: 99%

The impact of PL 94-142 on the practice of school psychology: A national survey

Goldwasser¹,

Meyers²,

Christenson³

et al. 1983

Psychol. Schs.

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This paper presents the results of a national survey of school psychologists to determine the impact of PL 94-142 on the role of the school psychologist. Data were based on responses to 856 surveys by practicing school psychologists who were selected randomly from the NASP membership list during 1979-80. The results suggested that this legislation has had remarkably little impact on the evaluation procedures used or on the school psychologist's role. The two clear changes that have occurred may have negative implications for psychological services (e.g., an increased focus on handicapped children and increased paperwork). It was found that many school psychologists are involved in evaluation, but do not have time to be involved in the IEP process, or to provide follow-up consultation, or direct intervention for prevention and/or therapeutic purposes. This problem was exacerbated in districts that had ratios of greater than 1,OOO to 1. Despite these problems, many respondents view the legislation in positive terms, and feel it has helped to enlarge the scope of practice.Requests for reprints should be sent to

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Educators describe the school psychologist

Cited by 30 publications

References 15 publications

Perceptions of psychological recommendation strategies: A review

Perceptions of psychological recommendation strategies: A review

School psychologists as consultants: Issues in training, practice, and accountability.

The impact of PL 94-142 on the practice of school psychology: A national survey

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