School psychology: Learning lessons from history and moving forward

Farrell, Peter

doi:10.1177/0143034310386533

Cited by 74 publications

(64 citation statements)

References 45 publications

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“…The relationships between higher numbers of students per psychologist, increased assessment-based tasks and decreased rates of other tasks is consistent with the findings of Curtis et al (2002), Farrell (2010, Jimerson, Graydon, Curtis, and Saskal (2007), Thielking (2006), and Worrell (2004. These results suggest that restrictive work demographics have a stronger association with systemic and client-centred work practices than factors relating to experience or on-going training.…”

Section: Discussionsupporting

confidence: 87%

“…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). Some personal and schoolbased factors, including the perceptions of the educational community are potential areas of influence that may be subject to adaptation.…”

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confidence: 99%

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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: 87%

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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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“…This is mentioned in the contributions by authors Cook, Jimerson, and Begany (2010);Farrell (2010), and this is also dealt with by the collective of authors in their publication named Handbook of International School Psychology (Farrell, Jimerson, & Oakland, 2006).…”

Section: Resultsmentioning

confidence: 99%

New Challenges for School Psychologists in the Slovak Republic

Gajdošová¹

2017

JPR

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The article emphasizes the new challenges and tasks of school psychologists going from the European and Slovak health policy to support and safe human and children rights at schools, to give attention to them ental health of pupils and teachers and to their personal and professional development and well-being, to prefer prevention and preventive longitudinale programes with the emphasise upon applied positive psychology, to give great emphasis on the group and comunity counselling and career guidance programes and to the direct and indirect intervention to the educational process, and do not forget on public eduaction, research, medialization, and narrow cooperation with other specialists and experts at schools in the multidimensional teams.

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“…The purpose of education is to change and effectively develop the ways in which students acquire information and learn (Farrell, 2010;Zimmerman, 2008). Students are able to engage in this process as conscious learners who can regulate their acquisition of information and motivate themselves to overcome failures in their learning processes (Dejonckheere, Van De Keere, & Tallir, 2011).…”

Section: Introductionmentioning

confidence: 99%

The role of unconscious information processing in the acquisition and learning of instructional messages

Kuldas

Bakar²,

Ismail

2017

EJREP

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This review investigates how the unconscious information processing can create satisfactory learning outcomes, and can be used to ameliorate the challenges of teaching students to regulate their learning processes. The search for the ideal model of human information processing as regards achievement of teaching and learning objectives is a recurring issue in educational studies. Although conscious processes are more conducive to the objectives than unconscious processes, they do not necessarily result in satisfactory learning of instructional messages. Studies reviewed here show that the unconscious can play a facilitatory role in the encoding, storage, retrieval processes of information and learning activities, even when the conscious fails to achieve this. To take advantages of both conscious and unconscious processes, relevant literature suggests educators utilizing visual teaching aids that optimize use of working memory capacity and allow students to form mental imageries, thereby facilitating the comprehension of instructional messages.Keywords: unconscious processes, conscious processes, information acquisition, mental imagery, visual information processing. Received ResumenEsta revisión investiga cómo el procesamiento de la información inconsciente, puede ayudar a crear resultados satisfactorios en el aprendizaje, y puede ser utilizado para mejorar los retos de enseñar a los alumnos para regular sus procesos de aprendizaje. La búsqueda del modelo ideal del procesamiento de la información humana, para delimitar los procesos y los objetivos de aprendizaje es un tema recurrente en los estudios educativos. A pesar de que los procesos conscientes son los más implicados para la consecución de los objetivos educativos y de la preocupación por estos procesos, ello no se ha traducido necesariamente en aprendizaje satisfactorio de las informaciones educativas. Los estudios revisados aquí muestran que el inconsciente puede jugar un papel facilitador en la codificación, el almacenamiento, procesos de recuperación de información y actividades de aprendizaje, aún cuando la conciencia no puede lograr este objetivo. Para aprovechar las ventajas delos procesos, tanto conscientes como inconscientes, la literatura sugiere que los educadores deben utilizan ayudas visuales de enseñanza que optimizan el uso de la capacidad de memoria de trabajo y permitir así a los estudiantes formar imaginarios mentales, lo que facilita la comprensión de los mensajes educativos.Palabras clave: procesos inconscientes, procesos conscientes, adquisición de información, imaginarios mentales, procesamiento visual de la información.

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School psychology: Learning lessons from history and moving forward

Cited by 74 publications

References 45 publications

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

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

New Challenges for School Psychologists in the Slovak Republic

The role of unconscious information processing in the acquisition and learning of instructional messages

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