An analysis of case loads of school psychologists

Educators describe the school psychologist

“…A general, two-pronged hypothesis characterizes theoretical and empirical literature concerned with the school psychologist's role (Bardon, 1963;Fifield, 1967;Mumford, 1970;Shaw, 1967;Wolnian, 1967). In brief, it is suggested that the school psychologist's functioning is affected by his own self-definition (Dansinger, 1969;Gross & Farling, 1969; Knowles & Shertzer, 1968;Roberts, 1970) and by the role functions allocated to him by varied persmnel: state boards of education (Baker, 1965;Lucas & Jones, 1970), university faculty (Barclay, 1965; Rudnick & Berkowitz, 1968), and school administrators and supe-visors (Kitschner, 1971). Several studies assume that the views of teachers are of prime significance.…”