Role change for school psychology: The challenge continues in the new millennium

Bradley-Johnson, Sharon; Dean, Vincent J.

doi:10.1002/(sici)1520-6807(200001)37:1<1::aid-pits1>3.0.co;2-q

Cited by 89 publications

(20 citation statements)

References 18 publications

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“…These results are consistent with the dissatisfaction expressed by school psychologists concerning the large proportion of time designated to these tasks and consequent reduced time available for activities (Bradley-Johnson & Dean, 2000;Bramlett et al, 2002;Curtis et al, 2002;Farrell, Jimerson, Kalambouka, & Benoit, 2005;Levinson, 1990;Nastasi, 2004;Watkins, Crosby, & Pearson, 2001). No differences were found in relation to the number of systemic practices completed, or the importance of these practices, between systems, suggesting considerable consistency across systems.…”

Section: Discussionsupporting

confidence: 66%

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

Bell

McKenzie

2013

The Australian Educational and Developmental Psychologist

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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.Keywords: school psychology, job functions, service delivery models, community understanding A number of factors influence the role of school psychologists. While individual practitioners are unable to control factors at the governmental or educational level, some personal and school-based factors, including the perceptions of the educational community, are potential targets for reform. In order to develop a shared understanding of the role, an important first step is to investigate the current perceptions of key stakeholders.The current study investigates the role of school psychologists as perceived by parents and teachers and compares this with the roles identified by practitioners.

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Section: Discussionsupporting

confidence: 66%

“…School psychologists are noted for responding and adapting to the needs of clients (Bradley-Johnson & Dean, 2000;Bramlett, Murphy, Johnson, Wallingsford, & Hall, 2002;. However, a number of factors influence the role the school psychologist adopts, including governmental, educational, and personal/school issues (Farrell, 2010;Thielking, 2006).…”

mentioning

confidence: 99%

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

Bell

McKenzie

2013

The Australian Educational and Developmental Psychologist

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“…Promoting PQOL is consistent with calls for increased presence of school psychological services in prevention efforts, indirect service, non-traditional assessment, application to scientific psychology, broad cultural diversity issues, and collaboration with key stakeholders such as parents and teachers (cf. Bradley-Johnson & Dean, 2000).…”

Section: Implications For Practicementioning

confidence: 99%

Life satisfaction in children and youth: Empirical foundations and implications for school psychologists

Huebner

Suldo

Smith

et al. 2003

Psychology in the Schools

263

140

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A central component of positive psychology is subjective well-being (SWB). One facet of SWB receiving increased research attention is children's perceived quality of life (PQOL). Existing research related to child and youth PQOL is reviewed, followed by a discussion of the implications of the research for school psychology practice. Research with children and adolescents reveals that PQOL has a wide ranging nomological network including personality, environmental, and activity variables. Furthermore, PQOL appears to mediate relationships between the environmental experiences of youth and problem behavior. Implications are discussed within the context of calls for greater attention by school psychologists to prevention, non-traditional assessment, direct service, consultation with teachers and parents, diversity issues, and the sciencepractice connection.

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“…These general competencies may represent expanded and/or new skills at the systems level, representing a set of capacities that have been discussed more recently as vital to the discipline (see Table 1; Bradley‐Johnson & Dean, 2000; Tharinger, 1995). In the GTO process, areas requiring general capacity include identifying the needs, resources, and goals of a school and linking them to a plan for implementing and evaluating best practices.…”

Section: School Psychology and CC Models/gtomentioning

confidence: 99%

Closing the gap in school mental health: A community‐centered model for school psychology

Splett

Maras

2011

Psychology in the Schools

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Disciplines involved in the development and/or provision of services in school mental health have recognized the promise of evidence-based practices in meeting the growing unmet mental health needs of children, adolescents, and families in this country. As a result, School Psychology has strongly emphasized the development and dissemination of evidence-based practices through professional development opportunities and published literature. Despite these efforts, evidencebased practices are not implemented as widely or as effectively as intended. This article describes a community-centered (CC) model for closing the research-to-practice gap in school mental health. CC models emphasize both adopting new practices successfully and improving existing practices through a process of planning, implementation, and evaluation, and an exemplar framework based in a CC model is presented and applied to school mental health. The role of school psychologists in leading schools to adopt CC models is discussed, and next steps for changes to training, practice, and research paradigms are presented. C 2011 Wiley Periodicals, Inc.

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Role change for school psychology: The challenge continues in the new millennium

Cited by 89 publications

References 18 publications

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

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

Life satisfaction in children and youth: Empirical foundations and implications for school psychologists

Closing the gap in school mental health: A community‐centered model for school psychology

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