How Important Are Roles/Functions of School Psychologists and Who Should Substitute for Them in Their Absence?

Abstract

The purpose of this study was to compare Thai and American college students on their perception of the importance of the various roles and functions of school psychologists, and who should assume those roles and functions in the absence of school psychologists. One hundred and eighty-one Thai college students and their 168 US counterparts participated in the present study. Each student rated the various roles/functions of a school psychologist and specified who should assume those roles/functions in the absence of a school psychologist. Results indicated that while Thai students rated the assessment role/function significantly higher ( p < 0.05) than their US counterparts, they rated the other roles/functions significantly lower ( p < 0.05) except for counselling ( p > 0.05). However, they differed significantly ( p < 0.05) on who should assume the counselling role in the absence of a school psychologist. Thai students expected their parents and older siblings, as well as their teachers, to fill the vacuum more than their US counterparts did.

Perceived Roles and Functions of School Psychologists by College of Education Students

“…Archwamety et al (2007Archwamety et al ( , 2009) also found that College of Education students rated the other roles/functions (intervention, consultation with teachers, and consultation with parents) significantly lower than their university counterparts except for the counseling students role/function which was rated equally important by the two groups. This pattern of lower emphasis on assessment in favor of other roles/functions a school psychologist by university education students is consistent with Tangdhanakanond & Archwamety's (2012) observation that, in countries where school psychology profession is in place, there has been a shift internationally of school psychology services from assessment emphasis to consultation problem solving and behavioral intervention.…”

“…Although College of Education students rated the assessment role the lowest, it was found that they still rated this role significantly higher than their university counterparts (Archwamety, McFarland, Livinston, & Tangdhanakanond, 2007;Archwamety, McFarland, & Tangdhanakanond, 2009). Archwamety et al (2007Archwamety et al ( , 2009) also found that College of Education students rated the other roles/functions (intervention, consultation with teachers, and consultation with parents) significantly lower than their university counterparts except for the counseling students role/function which was rated equally important by the two groups.…”

Understanding the development of school psychology services in the Republic of Taiwan

“…Moreover, it eventually developed into a modern, competitive, free market economy, which led to the rapid development of education and counselling (but not school psychology) (Jimerson, Oakland, & Farrell, 2007). Highly developed countries with well-established educational systems including the discipline of psychology can provide a better foundation for the development of school psychology including special education services for disabled individuals (Archwamety, McFarland, & Tangdhanakanond, 2009; Jimerson et al., 2007). Indeed, how countries deal with individuals with disabilities provides a great deal of information about the developmental level of the country.…”

“…Given this situation in Taiwan, where school psychological services overlap with counselling and guidance services, the scope of school psychological services covers more than the traditional functions of school psychologists (Ding et al., 2008). Similar to Western school psychologists, school counsellors in Taiwan provide teaching, community outreach, group work, and resource-management, as well as the enhancement of skills and supportive counselling programs (Archwamety et al., 2009; Reupert & Maybery, 2007; Studer & Allton, 1996). In fact, teacher-counsellors in Taiwan also take on many of the roles that in other countries are covered by school counsellors, school psychologists, and school social workers (Bray & Kehle, 2011; Kuan, 1980).…”

A comparison of the performance and importance ratings on intervention practices of preschool and elementary school educators in Thailand

“…The findings of several research studies indicate that intervention is the most important of psychological services. For example, Archwamety, McFarland, and Tangdhanakanond (2009) found that American students rated intervention as the most important service compared to other psychological services (i.e., assessment, counselling, and consultation). In the same study, Thai students rated interventions as the second most important service.…”