Psychologists', Teachers', and Parents' Perceptions of the School Psychologist's Role PDF Download
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Author: Susan E. Schwartz
Publisher:
ISBN:
Category : Parents
Languages : en
Pages : 48
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Book Description
Author: Susan E. Schwartz
Publisher:
ISBN:
Category : Parents
Languages : en
Pages : 48
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Author: Laurie A. Gerken
Publisher:
ISBN:
Category : Parents
Languages : en
Pages : 78
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Book Description
"Parental involvement and positive relationships between parents and schools are critical to children's educational success. Communication between school and home is necessary for these relationships to thrive. The school psychologist is in the ideal position to foster and maintain the open lines of communication needed for all to be partners in education. However, psychologists fill various roles and the perceptions of parents regarding the roles and functions of the school psychologist have been neglected in the research. This study was conducted to survey the perceptions and opinions of parents being served by school psychologists in the Pacific Northwest. A total of 325 parent surveys were sent to nine school districts; five surveys for each school. These surveys were to be given to parents of students in Special Education services. Twenty-one completed and usable surveys were returned. Ten of the respondents viewed their school psychologist as fulfilling a variety of functions. Most respondents voiced being generally satisfied with the services currently being offered. Seven of the parents recommended increasing individual counseling, social skills training, and parent training. Report writing was the only function suggested to be decreased. Those parents most satisfied with their psychologists had the most contacts with him/her during the school year and saw him/her as a people-oriented, caring person. The consensus from this study was that parents want a higher quantity of, and more family-focused, psychological services"--Document.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 40
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Book Description
In the years following the passage of Public Law 94-142, school psychologists' main role was to facilitate the placement of children into different educational programs (Fagan & Wise, 2000). The role of the school psychologist has shifted since that time, and today school psychology training programs produce practitioners who are equipped to handle much more. A continuation in the departure from the assessment and eligibility determination role of the school psychologist allows for a more proactive approach to problematic childhood and adolescent behaviors. A barrier that stands in the way of this role transformation are teachers' perceptions, knowledge, and reactions toward school psychologists. Teachers' perceptions and knowledge are particularly influential in determining the diversity, variability, and usefulness of school psychological services, as they are the main source of referrals (Merrell, Ervin, & Peacock, 2011). Therefore, it is important to understand teachers' perceptions of the role of the school psychologist because their perceptions influence how school psychologists are utilized to address student needs. Previous research in this area was conducted prior to the passage of Public Law 94-142 and does not reflect the changes mentioned above. The purpose of this study was to add updated research to this area and to understand the connection between teachers' perceptions and the role of the school psychologist. Forty preservice teachers from three teacher training programs completed a survey with different scenarios and were their perceptions about school psychologist would be equipped to handle the situation. Results indicated that the preservice teachers recognized the assessment role of the school psychologist but had less recognition of other roles. This finding suggests that teacher orientation presentations should communicate the breadth and depth of the role of the school psychologist so that they may be used to their full capabilities.
Author: Deanne Love Harkin
Publisher:
ISBN:
Category :
Languages : en
Pages : 94
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Author: Linda Veronica Wilson
Publisher:
ISBN:
Category :
Languages : en
Pages : 86
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Author: Terry Michael Garbark
Publisher:
ISBN:
Category :
Languages : en
Pages : 192
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Book Description
Author: Nicholas Bernard Fridsma
Publisher:
ISBN:
Category : School psychologists
Languages : en
Pages : 414
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Author: Craig A. Ferch
Publisher:
ISBN:
Category : Educational psychology
Languages : en
Pages :
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Author: Cathleen M. Wimmers
Publisher:
ISBN:
Category : Elementary school teachers
Languages : en
Pages : 80
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Book Description
"The role of the school psychologist has been in a state of flux for decades. Surveys have shown that teachers would like school psychologists to continue the duties of traditional assessment, while school psychologists would like to diversify their assessment duties to activities related more to prereferral, prevention and intervention (Franklin, 1995; Hartshorne & Johnson, 1985; Leach, 1985; Watkins, Crosby & Pearson, 2001). One hundred seventy-three special- and regular-education teachers from six elementary schools (labeled as either "traditional" or "progressive," according to school psychologists' self-reports) were given a questionnaire based on the National Association of School Psychologist (NASP) extended principles. Results indicate that there were neither significant differences between how special-education teachers and regular- education teachers rated their school psychologist, nor were there any significant differences between how teachers rated their school psychologist relevant to working in a traditional or progressive school. Implications and recommendations for the school- psychology profession are discussed"--Document.
Author: Heyam Lutfi ElZein
Publisher: LAP Lambert Academic Publishing
ISBN: 9783843350631
Category :
Languages : en
Pages : 212
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Book Description
School psychology might be the only specialty that gives serious consideration at any one time to almost all current practices in psychology, education, and allied fields. This book, therefore, provides an idea about the role and functions of school psychologists as perceived by principals, teachers and parents. It also reveals the need for school psychologist in Lebanese schools. Specifically, six areas of research questions were addressed: awareness of a need; type of categories of school counselor s role and functions; referral agent to handle problems; place of existing school psychology services; level of education preferred for the school counselor; and licensure of school counselor. The analysis should help shed some light on the extent of awareness of a need for school psychologists in Lebanese schools, and should be functional in understanding the type of school counseling needed in Lebanese schools as well as Lebanese communities in general.
