1977
DOI: 10.1002/1520-6807(197707)14:3<371::aid-pits2310140320>3.0.co;2-e
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Psychologists in the schools of Nebraska: Professional functions

Abstract: A survey of practicing school psychologists in the state of Nebraska was conducted to gather facts and opinions across a broad spectrum of topics. This article is based on one section of that survey which was concerned with profesional functions of the school psychologist. Five functions of the school psychologist were explored: Assessment, Consultation, Evaluation, Administration, and Intervention. Respondents were asked to rate a number of subactivities under each of these five major functions on a five‐poin… Show more

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Cited by 31 publications
(9 citation statements)
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“…Perhaps the most interesting, albeit speculative, findings are those related to the associations among the various role and function activities and burnout. School psychologists have long indicated an interest in a diversified role that includes the provision of a wide variety of services, in addition to traditional individual assessment activities (Cook & Patterson, 1977;Gray, 1963;Hughes, 1979). These data lend some support to this notion, as they indicated that increased time spent in nonassessment activities (i.e., role expansion) related to a decreased likelihood of burnout.…”
Section: Correlates Of Burnoutmentioning
confidence: 99%
“…Perhaps the most interesting, albeit speculative, findings are those related to the associations among the various role and function activities and burnout. School psychologists have long indicated an interest in a diversified role that includes the provision of a wide variety of services, in addition to traditional individual assessment activities (Cook & Patterson, 1977;Gray, 1963;Hughes, 1979). These data lend some support to this notion, as they indicated that increased time spent in nonassessment activities (i.e., role expansion) related to a decreased likelihood of burnout.…”
Section: Correlates Of Burnoutmentioning
confidence: 99%
“…For school psychologists and their supervisors, consultation is a highly valued role (Bardon, 1976;Cook & Patterson, 1977;Gutkin, 1980), a preferred mode for delivering psychological services (Conoley, 1986;Conoley & Gutkin, 1986;Gutkin & Curtis, 1982;Reschley, 1976), and a service that school psychologists and teachers would like to see increased (Smith, 1984). Whereas both school psychologists and teachers have reported a preference for consultation activities, the school psychology literature, with the exception of recommendations by Gutkin, Henning-Stout, and Piersel (1988), offers few suggestions for increasing the amount of time school psychologists devote to school-based consultation.…”
mentioning
confidence: 99%
“…Teachers expressed a desire to have school psychologists limit their involvement in academic matters. In contrast, school psychologists view consultation as a more desirable role than that of assessment (Cook & Patterson, 1977;Levinson, 1990;Meacham & Peckham, 1978;Wright & Gutkin, 1981), and desire to spend more time than they actually spend in consultation and less time than they actually spend in assessment (Levinson, 1990).…”
mentioning
confidence: 99%