Results 201 to 210 of about 65,075 (255)
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Psychological Reports, 1992
Elementary and secondary school administrators ( N = 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school ...
Alex Thomas +3 more
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Elementary and secondary school administrators ( N = 512) were surveyed regarding their perceptions of the amount of time school psychologists spent in 15 role-functions and satisfaction with the school psychologist. Stepwise multiple-regression procedures were used to examine the extent to which administrators' perceptions of the time spent by school ...
Alex Thomas +3 more
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Teaching School Psychology to Psychologists
2022In this chapter, we offer some insights for teaching psychology and training school psychologists. Five points are made. The first one is about the historical perspective that will help to understand the current development in school psychology. The second point deals with the professional profile of school psychologists, and it indicates the different
Maria Beatrice Ligorio +2 more
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School Psychologists’ Role in School
School Psychology International, 2009The aim of the present study was to investigate the expectations and evaluations of Estonian school principals on the work of school psychologists. Surveys have shown that teachers and school principals value traditional assessment activities but also desire more consultation.
Katrin Mägi, Eve Kikas
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Are school psychologists reform‐minded?
Psychology in the Schools, 1996This study examined perceptions of reform in the role and function of school psychologists advocated by Reschly (1988). A national sample of 137 psychologists endorsed integrated features of traditional practice and reform on assessment activities and classification issues, but they more strongly favored reform positions on activities associated with ...
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School Psychology and School Psychologists
School Psychology International, 1982The non-defined professional activity of the school psychologist has brought him to cope with a variety of school problems which need knowledge from other branches of psychology. Thus school psychology as a discipline becomes unclear regarding the limits of its approach and activities.
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School and Educational Psychologists
Intervention in School and Clinic, 1999The authors discuss the delivery of psychological and instructional services to students with special needs and also emerging strategies for providing ancillary psychological services, teaching students, assessing their learning, and managing their behavior.
John C. Habel, John A. Bernard
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2017
School psychology applies the principals of psychology to education with a primary aim of providing support for the learning and the development of all children. In Victoria, Australia the professional practice of psychology in schools is undergoing a period of rapid change.
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School psychology applies the principals of psychology to education with a primary aim of providing support for the learning and the development of all children. In Victoria, Australia the professional practice of psychology in schools is undergoing a period of rapid change.
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School Psychology International, 2004
Inclusion is now a key part of the development of education policy and practice around the world. However, there is continued uncertainty about the de.nition of inclusion and about how to implement the policy, and some remain to be convinced about the direction that it is taking.
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Inclusion is now a key part of the development of education policy and practice around the world. However, there is continued uncertainty about the de.nition of inclusion and about how to implement the policy, and some remain to be convinced about the direction that it is taking.
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Role of the School Psychologist
School Psychology International, 2001School psychologists often report that they would like to reduce their involvement in assessment activities in favour of an increase in other service delivery roles. Surveys of teachers and administrators reveal that they do not want a reduction in assessment services. Rather, they want more school psychology services of all kinds.
Marley W. Watkins +2 more
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Therapy and the School Psychologist
Exceptional Children, 1955Should we include in “therapy” all those activities by which a trained professional person attempts to help a maladjusted individual achieve a better adjustment?
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