School psychologists as perceived by school personnel: Support for a consultant model

Waters, Linda G.

doi:10.1016/0022-4405(73)90009-5

Cited by 36 publications

(8 citation statements)

References 9 publications

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“…The comparison of actual and ideal perceptions of the job functions of the school psychologist shows support among superintendents, directors of pupil personnel services/special education, and school psychologists for a reduction in the time the school psychologist spends in assessment. Thus, the results of this study agree with the results of other studies showing that school psychologists (Cook & Patterson, 1977;Roberts, 1971), school administrators (Kaplan, et al, 1977;Kirschner, 1971 ;Waters, 1973), and teachers (Gilmore & Chandy, 1973;Waters, 1973) would like to see the school psychologist spend less time in diagnostic activities. However, the only job function in which superintendents in this study desire an increase in the percentage of time spent by school psychologists is counseling, which is a Level I activity.…”

Section: Discussionsupporting

confidence: 91%

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Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities

Hughes

1979

Psychol. Schs.

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Section: Discussionsupporting

confidence: 91%

“…There have been several studies of role perceptions of the school psychologist since 1970 (e.g., Cook & Patterson, 1977;Kaplan, Clancy, & Chrin, 1977;Kirschner, 1971;Murray, 1975;Roberts, 1971;Waters, 1973). One might ask if yet another study of role perceptions is needed.…”

Section: Radford Collegementioning

confidence: 99%

Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities

Hughes

1979

Psychol. Schs.

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“…Studies by Gilmore and Chandy (1973), Bowers (1971), and Walters (1973) are typical of many articles which present testimony to this effect. While no agreement has been reached about the cause(s) of the less than favorable rating, the message is clear.…”

mentioning

confidence: 90%

A new role for the school psychologists— who needs it?

Miller

1978

Psychol. Schs.

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Educators are expressing concern over the wide and growing gap which they perceive to exist between research and practice in our nations schools. A review of the literature reveals that thls important, long-standing concern is well founded. It is proposed that the school psychologist with his/her specialized training in research theory and methodology and unique role as a practitioner in the school setting is the ideal professional to effect a linking of formal knowledge to educational practice. Presumably, the provision of such a vitally needed function will serve to enhance school psychologists' often less than favorable image with their educator colleagues. A paradigm is offered for effecting research into practice ut,ilizing the school psychologist in the role of knowledge-linker.A typical job description of the school psychologist already looks like something which could be accomplished only by the Almighty. School psychologists are expected to be expert diagnosticians, theoreticians, consultants, therapists, and researchers. While it would be desirable, it is not realistic to expect each school psychologist to fill the "all things to all people" role. Often consumer expectancies are not fulfilled. Why then add still another feature?First, it is clear from personal observation and review of the literature that school psychologists often are not favorably received by the chief consumers of their services -teachers. Studies by Gilmore and Chandy (1973), Bowers (1971), and Walters (1973) are typical of many articles which present testimony to this effect. While no agreement has been reached about the cause(s) of the less than favorable rating, the message is clear. Presumably, school psychologists could enhance their esteem with school personnel by providing a service which directly contributes to increased teacher effectiveness in the classroom.Second, and central to the thesis of this a.rticle, educators are becoming increasingly concerned about a large gap which they perceive to exist between research and educational practice. They are actively searching for a means of bridging that gap. A "middle person" role proposed by Short (1973) appears to have great merit. This role is appropriately referred to as "knowledge-linker." The school psychologist is a natural heir apparent to this role. Effective performance as a knowledge-linker would not only be a valuable service but, quite likely, would serve to enhance the psychologist's esteem in the eyes of other school personnel.School psychologists are conversant with the domains of both the educational researcher and the practitioner. They are versed in learning theory, personality theory, child growth and development, educational practice, and have at least a working familiarity with research methodology. Psychologists are in a position to

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“…As a profession, we have studied how our role perceptions and job performance have impacted on and are viewed by other members of the educational community (Gilmore & Chandy, 1973a;1973b;Kirschner, 1971;Lambert, Sandoval, & Corder, 1975;Leslak & Lounsbury, 1977;Lucas & Jones, 1970;Medwey, 1977;Roberts, 1970;Roberts & Solomons, 1970;Waters, 1973). Such continued self-scrutiny cannot but enhance the quality of the services we deliver.…”

Section: A Current Perspective On School Psychologymentioning

confidence: 99%

Taking the high road: Toward an applied educational psychology.

Winikur¹

1982

Professional Psychology

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This article presents the author's perspective on the future of school psychology as an applied field of psychology. In so doing, the author first reacts to Bardon 's proposals with respect to the National Association of School Psychologists/American Psychological Association (NASP/APA) "dilemma." This is followed by thoughts regarding school psychology's current status and model of functioning within the schools. Finally, a new conceptualization of school psychology is offered. This new model calls for a broader domain than just the schools for the provision of psychological services and for a new orientation of the field.Psychology, the scientific study of behavior, has undergone tremendous changes during the past 15 years. Although it would be presumptuous to identify ourselves as a mature science, we have certainly stepped smartly out of infancy, through childhood, and into our early adolescent phase. The applied field of school psychology, likewise, has experienced tremendous shifts during this period. Besides the scientific and technological advances provided in such areas as social learning theory, cognitive behavior modification, psychometrics, neurophysiological psychology, advances in multivariate analysis, and so forth, the field of school psychology has itself been the subject of significant changes resulting from a variety of forces. We have been greatly influenced by the actions of the courts (Bersoff, 1980) and the federal legislature (see e.g., P.L. 94-142, The Education for All Handicapped Act of 1975, and P.L. 92-180, Family Educational Rights and Privacy Act of 1974). The introduction of the mental health consultation movement into the schools (Meyers, Martin, & Hymah, 1977) and the press for a variety of functions beyond traditional psychoeducational diagnostics, including such roles as child advocacy, involvement in preschool programs, group and/or individual therapy, involvement in vocational programs, program development and evaluation, to name just a few, have made this an exciting and dynamic period for school psychology.During this time we have seen develop an independent professional association, The National Association of School Psychologists (NASP), which has stimulated much discussion and constructive development in our profession. It has made available to all school psychologists the opportunity for full participation in a professional association representing their interests and views. Although any such period of change and growth is not without its pains and difficulties, I feel most of us would, after glancing backward, nod in the affirmative with respect to what we, as school psychologists, have accomplished as a profession and for the schools of this country.A Look Toward the Future Although backward glances can be self-serving, they are most useful in placing the present in perspective and in giving impetus to the future. So much is currently happening in school psychology and in education that it is difficult to gain perspective and plan comfortably.

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School psychologists as perceived by school personnel: Support for a consultant model

Cited by 36 publications

References 9 publications

Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities

Consistency of administrators' and psychologists' actual and ideal perceptions of school psychologists' activities

A new role for the school psychologists— who needs it?

Taking the high road: Toward an applied educational psychology.

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