The roles of the secondary school counselor and the secondary school psychologist as perceived by educators of counselors and by educators of school psychologists

1966 ◽  
Vol 4 (4) ◽  
pp. 37-42
Author(s):  
Stanley H. Cramer
Keyword(s):  
Secondary School ◽  
School Psychologists ◽  
School Counselor ◽  
School Psychologist

Administrators' Perceptions of School Psychologists' Roles and Satisfaction with School Psychologists

1992 ◽  
Vol 71 (2) ◽  
pp. 571-575 ◽  
Author(s):  
Alex Thomas ◽  
Michele L. Orf ◽  
Edward M. Levinson ◽  
Dennis Pinciotti
Keyword(s):  
Secondary School ◽  
Multiple Regression ◽  
School Psychologists ◽  
School Administrators ◽  
School Psychologist ◽  
Stepwise Multiple Regression ◽  
Role Functioning ◽  
Secondary School Administrators ◽  
Perceptions Of School

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 psychologists in various role-functions accounted for administrators' satisfaction with school psychologists. Three role-functions were significant predictors of administrators' satisfaction: percentage of time school psychologists were perceived to be spending (a) consulting with teachers and providing instructional or remedial recommendations (positively related), (b) administering and interpreting psychoeducational tests (positively related), and (c) performing strictly administrative duties (negatively related). Implications for training and role functioning of school psychologists are mentioned.

scholarly journals School Counselor and School Psychologist Perceptions of Accountability Policy: Lessons from Virginia

2014 ◽  
Author(s):  
Ryan Ruff
Keyword(s):  
School Counselors ◽  
School Psychologists ◽  
School Counselor ◽  
School Psychologist ◽  
Positive Culture ◽  
School Level ◽  
Classroom Context ◽  
Job Roles ◽  
Teacher Student ◽  
The Impact

This paper is concerned with the professional efficacy of school counselors and school psychologists that operate under the umbrella of accountability reforms. Research questions addressed counselor and psychologist job roles and responsibilities, as well as their personal perspectives on the impact of accountability reforms on both the classroom context and student socio-emotional development. Interviews were conducted with counselors and psychologists of varying professional experience and school level, with analysis following analytic induction. Results indicate that the efficacy of student support personnel has been negatively impacted by accountability reforms, but schools that maintain a positive culture dedicated to excellence minimize that effect. Additionally, results highlight the unanticipated consequences of accountability on the teacher, student, and counselor/psychologist relationship and emphasize the need to cultivate a nurturing socio-emotional environment for students.

Teacher acceptability of progressive muscle relaxation in the classroom for the treatment of test anxiety

2019 ◽  
Vol 29 (2) ◽  
pp. 151-165
Author(s):  
Patrick S. O’Donnell ◽  
Linda L. Dunlap
Keyword(s):  
School Psychologists ◽  
Test Anxiety ◽  
Muscle Relaxation ◽  
School Psychologist ◽  
Physical Symptoms ◽  
Progressive Muscle Relaxation ◽  
Digital Music ◽  
Future Research ◽  
Music Player ◽  
Teacher Acceptability

AbstractTest anxiety is experienced by 10–40% of students. The physical symptoms associated with test anxiety may be more likely to be exhibited by elementary students. Progressive muscle relaxation (PMR) has been demonstrated to reduce physical symptoms of anxiety and could be used in the classroom, but teacher acceptability of PMR for test anxiety has not been assessed. This study used a vignette format to survey 404 first through fifth grade teachers on their acceptability of classroom-based PMR as an intervention for test anxiety. Good levels of acceptability were found for implementation with a school psychologist or counsellor, CD player, or digital music player. Special education teachers reported slightly lower levels of acceptability for using PMR in the digital music player scenario. With good levels of teacher acceptability of PMR to address test anxiety, school psychologists and counsellors may be more likely to recommend the use of PMR in classrooms. Implications for implementation of PMR to reduce test anxiety, study limitations, and suggestions for future research are discussed.

scholarly journals Análisis de los obstáculos y barreras para el cambio y la innovación en colaboración en los centros de secundaria: un estudio de caso

2014 ◽  
Vol 32 (2) ◽  
pp. 499-512 ◽  
Author(s):  
Elena Hernández de la Torre ◽  
Raulina Medina Herasme
Keyword(s):  
Secondary School ◽  
School Counselor ◽  
Executive Board ◽  
Individual Interviews ◽  
Management Procedures ◽  
Group Interviews ◽  
Narrative Techniques ◽  
Academic Year ◽  
The Coordinator ◽  
Trabajo Colaborativo

Este estudio pretende indagar en los dilemas y controversias de un centro de secundaria que influyen en el desarrollo de procesos de planificación y gestión a partir de un trabajo colaborativo que propicie el progreso y la mejora. Para ello se han utilizado técnicas biográfico-narrativas en tres momentos: entrevistas individuales y grupales y observaciones de reuniones, grabaciones de sesiones de un Programa de Formación y discusión de temas a debate y entrevistas individuales finales a miembros observadores inmersos en el proceso del estudio. En este estudio han participado profesores, alumnos, orientador, equipo directivo, coordinador del grupo de trabajo así como alumno en prácticas durante un curso escolar. Los resultados muestran datos respecto a una variedad de conflictos y dilemas de índole contextual y estratégica que impiden el establecimiento de un trabajo colaborativo en el centro que potencie una filosofía de trabajo basada en la equidad y el aprendizaje para todos. The aim of this study is to analyze the issues and controversies that arise in a secondary school that affect the development of planning and management procedures based on cooperation, aiming to progress and improvement. The methodology of the study consists of biographical and narrative techniques applied in three phases: individual and group interviews, analysis of meetings, recordings from sessions of a Training Program and discussions of several topics; and final individual interviews to monitoring members involved in the analysis. The study includes the participation of teachers, students, the school counselor, the executive board, the coordinator of the working group and a student who was working in the school as part of an internship during the academic year. The results show several issues and conflicts of a contextual and strategic nature that prevent the development of cooperative work with a philosophy based on equity and general development.

Editorial: Research and the School or Educational Psychologist

1982 ◽  
Vol 3 (4) ◽  
pp. 189-190
Author(s):  
L.F. Lowenstein
Keyword(s):  
United States ◽  
School Psychologists ◽  
School Psychologist ◽  
The United States ◽  
Practical Work ◽  
Male And Female ◽  
Educational Psychologist ◽  
The World ◽  
University Services ◽  
Different Parts

The terms ‘school psychologist’ and ‘educational psychologist’ will be used interchangeably, and in most instances the term ‘psychologist’ will refer to both male and female. There is obviously some difference in the use of the terms and in the functions of the educational psychologist and the school psychologist in different parts of the world. For example, in the United States, ‘educational psychologist’ is rarely used for those psychologists who are attached to non-university services and are regular visitors to schools and who carry out the day-to-day work of helping children attending schools. Instead, school psychologists in the United States carry out the function of advising teachers, testing or dealing with the educational or psychological problems of children in the classroom and doing other practical work.

scholarly journals Structuring the learning disabilities module: A course design based on case study

2017 ◽  
Vol 12 (3) ◽  
pp. 108-120
Author(s):  
Gül Kahveci ◽  
Nerguz Bulut Serin
Keyword(s):  
Sexual Abuse ◽  
Learning Disabilities ◽  
Action Research ◽  
School Psychologists ◽  
Course Design ◽  
School Psychologist ◽  
Specific Knowledge ◽  
Self Confidence ◽  
School Counsellors

Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors’ specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims. Keywords: Childhood sexual abuse; school psychologist; learning disabilities; action research, prevention and support processes.

scholarly journals School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI

2017 ◽  
Vol 27 (2) ◽  
Author(s):  
Ann E Glang ◽  
Melissa McCart ◽  
Christabelle L. Moore ◽  
Susan Davies
Keyword(s):  
Public Schools ◽  
School Psychologists ◽  
School Setting ◽  
School Psychologist ◽  
Disabilities Education Act ◽  
Need Support ◽  
Effective Training ◽  
Perceived Preparedness ◽  
Low Levels ◽  
Education Act

Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI.

scholarly journals Structuring the learning disabilities module: A course design based on case study

2017 ◽  
Vol 12 (3) ◽  
pp. 108
Author(s):  
Gül Kahveci ◽  
Nergüz Bulut Serin
Keyword(s):  
Sexual Abuse ◽  
Learning Disabilities ◽  
Action Research ◽  
School Psychologists ◽  
Course Design ◽  
School Psychologist ◽  
Specific Knowledge ◽  
Self Confidence ◽  
School Counsellors

Abstract   Children with learning disabilities are at greater risk of being victims of sexual abuse in schools. This paper discusses 4th year pre-service school counsellors’ specific knowledge related to self-confidence and skills to execute the prevention and support processes on the topic of sexual abuse in children with learning disabilities. Qualitative research data from the questionnaire answers received from 80 pre-service school counsellors were analysed using thematic analysis with an action research format. The results demonstrated that their preparation program was inadequate and needed more content relating to child sexual abuse. The results also showed that the knowledge of the pre-service school psychologists related to sexual abuse, the prevention and support processes for sexual abuse increased significantly after application of the action research content. These results are promising, but more research is needed to see if the increased knowledge in turn leads to application in practice and better care for victims. Keywords: Childhood sexual abuse, school psychologist, learning disabilities, action research, prevention and support processes.    

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