School Psychology: Recent Descriptions, Continued Expansion, and an Ongoing Paradox

Fagan, Thomas K.

doi:10.1080/02796015.2002.12086138

Cited by 26 publications

(12 citation statements)

References 23 publications

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“…These developments took place also in Finland (Jauhiainen, 1993; Kivinen & Kivirauma, 1988). However, even though Fagan (2002) is most likely right in stating ‘… had we never been attached to special education, there never would have developed a school psychology practice as it is known today…’, the test-focused and individual-level perspectives are not the only origins of school psychology. More systemic and adult-oriented views emerged in the United States in the work of Lightner Witmer and Granville Stanley Hall (see Fagan, 1992, 1996; McReynolds, 1996; Reynolds, Gutkin, Elliot, & Witt, 1984; Witmer, 1907/1996).…”

Section: History Training and Research Of School Psychologymentioning

confidence: 99%

Does it work in Finland? School psychological services within a successful system of basic education

Ahtola

Niemi

2013

School Psychology International

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The Finnish educational system has become a subject of wide interest during the 2000s due to the country’s success in the OECD’s PISA surveys. One might expect that the challenges of school psychology would also have been solved successfully. However, in reality, Finnish school psychology is suffering from the same types of problems as in many other countries: No large-scale shift from reactive work to active promotion and prevention has taken place, and the number of school psychologists is insufficient. In the present article we delineate critical factors that have hindered the more adequate and effective use of psychological expertise in Finnish educational system. Necessary actions for future development are outlined.

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Section: History Training and Research Of School Psychologymentioning

confidence: 99%

Does it work in Finland? School psychological services within a successful system of basic education

Ahtola

Niemi

2013

School Psychology International

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“…Although SPs are constrained to act within the organizational and regulatory framework of the educational system, as professionals they have relative autonomy in determining the procedures and methods they apply (Fagan, 2002; Gutkin, 2009). They can decide to follow the linear model of referral—assessment—intervention, which often results in separating the student by placement in special education placement, or they follow a circular model which leads to integrative interventions such as consultations and meetings with teachers and parents (Käser, 1993).…”

Section: Ethnic Discriminationmentioning

confidence: 99%

The significance of the interculturally competent school psychologist for achieving equitable education outcomes for migrant students

Lanfranchi

2014

School Psychology International

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This article examines procedures and processes that result in the over-referral of migrant students to separate special education programmes and, as a consequence, their exclusion from general education. The particular focus is on the role of the school psychologist in this process. The empirical study is a comparison of Swiss teachers' and school psychologists' responses to the paper case of a boy with behavioural and learning difficulties whose name and ethnicity was varied so that one version identified him as from an ethnically mainstream, Swiss German background and the other as a migrant and foreign first language speaker. The results show that, compared with teachers, school psychologists' assessments and choice of interventions demonstrated less cultural bias and higher levels of intercultural competence. These findings support the call that school psychologists have a vital role to play in the reduction of discrimination against migrant students and in the implementation of a more inclusive and equitable education system.

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“…Many possible causes increase that likelihood of an occurrence of a treatment gap, including the cost of mental health services, stigma; lack of mental health literacy, cultural and ethnic influences, denial of difficulties and low motivation to change. More specifically in schools, the shortage of mental health professionals and educational psychological services to prioritize their services to children in special education frameworks (Fagan, 2002) increase this gap and makes problematic the treatment so many children need (Evans-Lacko et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

Towards closing the treatment gap: a team-led model of brief psycho-educational intervention

Yariv¹

2020

JPMH

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Purpose Many pupils who experience distress and emotional difficulties are left untreated because of the shortage of mental health professionals at schools. This study aims to explore a brief psycho-educational intervention based on school psychologist–teacher cooperation aimed at closing this treatment gap. Design/methodology/approach With a randomized controlled methodology, 79 preschools to 12th grade teachers were asked to lead a brief psycho-educational intervention with one of their pupils. A second pupil was assigned to a waiting list (control group). Each teacher and one of her/his colleagues filled a Pupil Adjustment questionnaire, being developed for this study, before and after the intervention. Findings The findings show that the intervention significantly improved the adjustment of the participating pupils, compared to the control group. That improvement related to all the dimensions of adjustment (i.e. social, protection and learning). Originality/value Teacher–school psychologist cooperation, as described here, is hardly practiced. It emerges as an effective model to assist many pupils who are currently left with no treatment. The discussion traces the next stages for outreaching that would apply to pupils in many countries and cultures.

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School Psychology: Recent Descriptions, Continued Expansion, and an Ongoing Paradox

Cited by 26 publications

References 23 publications

Does it work in Finland? School psychological services within a successful system of basic education

Does it work in Finland? School psychological services within a successful system of basic education

The significance of the interculturally competent school psychologist for achieving equitable education outcomes for migrant students

Towards closing the treatment gap: a team-led model of brief psycho-educational intervention

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