Role expansion in school psychology: The need for primary and secondary prevention services

Cheramie, Gail M.; Sutter, Emily G.

doi:10.1002/1520-6807(199301)30:1<53::aid-pits2310300109>3.0.co;2-#

Cited by 13 publications

(3 citation statements)

References 8 publications

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“…Some writers (e.g. Cheramie & Sutter, 1993) have shown that preventive services have not yet become a major aspect of the role of school psychologist (at least in Texas). Our study indicates that prevention is an important aspect of counselling practice but that it is undertaken in distinctly different ways at primary and secondary school levels.…”

Section: Resultsmentioning

confidence: 99%

Counsellor roles and perceptions of training

Ashman

Gillies

Beavers

1993

J. Psychol. Couns. Sch.

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This paper reports the findings of a study that involved 236 primary and secondary school counsellors employed by the Queensland Department of Education. The study was undertaken as a formative evaluation process prior to the redevelopment of the counsellor education program offered by the Department of Education at The University of Queensland. The survey questionnaire asked informants to evaluate the importance of various practices and skills and the degree to which these were developed during training. Another section of the questionnaire asked counsellors to identify the relevance of several conceptual or knowledge bases to their day-to-day counselling practice and, again, how well these were covered during counsellor training. The results have provided an understanding of the identity of counsellors in primary and secondary settings based upon their perceptions, and indicated areas in which counsellor education can be augmented.

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Section: Resultsmentioning

confidence: 99%

Counsellor roles and perceptions of training

Ashman

Gillies

Beavers

1993

J. Psychol. Couns. Sch.

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“…Indirect service delivery through consultation allows many more students with special needs to receive services than if direct service delivery through a school psychologist were the only option available. School psychologists have risen to the challenge of providing services in such a manner, with many reporting that they would prefer to increase the amount of time they spend providing consultative services to teachers (Cheramie & Sutter, 1993; Costenbader et al 1992; Hatzichristou, 1998; Kratochwill & Stoiber, 2000; Reschly & Wilson, 1995; Roberts & Rust, 1994; Stewart, 1986). Through consultation regarding academic issues, consultants and consultees may collect a variety of data that will inform screening, assessment, and intervention development.…”

Section: Discussionmentioning

confidence: 99%

“…As the role of the school psychologist has changed over the past half century, indirect service has come to include a variety of activitie s in addition to consultation that are undertaken in an effort to improve children's outcomes: research, the development of systems change programs, and professional development (Bradley-Johnson & Dean, 2000). Indeed, school psychologists report that consultation is a preferred service and that they would prefer to increase the amount of time they spend providing the service (Cheramie & Sutter, 1993; Costenbader, Swartz, & Petrix, 1992; Hatzichristou, 1998; Kratochwill & Stoiber, 2000; Reschly & Wilson, 1995; Roberts & Rust, 1994; Stewart, 1986), as the systemic implementation of such services can be a practical method for meeting the needs of students and teachers (e.g., Ikeda, Tilly, Stumme, Volmer, & Allison, 1996). A vulnerability of this service delivery model is that it presumes that teachers have access to the resources needed to implement interventions developed in a consultation.…”

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confidence: 99%

Consulting with teachers regarding academic skills: Problem solving for basic skills.

Gansle¹,

Noell²

2008

International Journal of Behavioral Consultation and Therapy

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A number of issues must be addressed in order to intervene with academic problems within classrooms. These issues include screening, problem specification, problem function, solving the problem, and subsequent problem evaluation. Although the addition of a consultant will allow services to be delivered to greater numbers of children than could be affected through direct service by the consultant, indirect service delivery creates issues that will have to be addressed in order for services to be effective. These issues are discussed in terms of assessment as well as the determination of curriculum levels within classrooms in consultation with the classroom teacher.

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

Bradley-Johnson

Dean

2000

Psychol. Schs.

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Calls for change in the role of school psychologists have appeared in the literature over a period of nearly 50 years. Evidence of change exists for some outstanding individual school psychologists and in a number of model programs, but not on a widespread basis. This paper discusses ideas for role change that have appeared rather consistently in the literature: an emphasis on indirect service, application of the science of psychology, an emphasis on prevention, systematic evaluation of services, involvement of various stakeholders, and consideration of diversity from a broad perspective. Hopefully the 21st century will bring more widespread implementation of these ideas because there is likely to be an even greater need for such services in the schools.

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Role expansion in school psychology: The need for primary and secondary prevention services

Cited by 13 publications

References 8 publications

Counsellor roles and perceptions of training

Counsellor roles and perceptions of training

Consulting with teachers regarding academic skills: Problem solving for basic skills.

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

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