Greek teachers' perceptions of school psychologists in solving classroom problems

Gavrilidou, Mileva; Mesquita, Paul B. de; Mason, Emanuel J.

doi:10.1016/0022-4405(94)90020-5

Cited by 15 publications

(16 citation statements)

References 23 publications

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“…These results agreed with earlier results by Poulou (2002a;2002b) on what active and future teachers think about school psychologists. Further, the results from this study clarified past findings from the studies of Gavrilidou et al (1993Gavrilidou et al ( , 1994. Although Greece does not provide for system-wide psychological services, active-duty teachers felt that the majority of the various daily activities school psychologists are called to perform are important for the entire school community.…”

Section: Discussionsupporting

confidence: 82%

“…Seventy-five percent of the respondents replied favourably and suggested that school psychologists could be helpful in dealing with a variety of student problems such as violence, hyperactivity, learning disabilities, behavioural problems and lack of attention (2002a). The sample in Poulou's study rated higher the participation of school psychologists in dealing with behaviour-related rather than learning-related problems, in agreement with findings by Gavrilidou et al (1993Gavrilidou et al ( , 1994. Of equal importance is the position of teachers in this study that they (the teachers) retain control of the consultation process with school psychologists.…”

supporting

confidence: 87%

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The Attitudes of Greek Teachers and Trainee Teachers Towards the Development of School Psychological and Counselling Services

Dimakos

2006

School Psychology International

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The purpose of the present study was to investigate what active as well as student teachers (i.e. future teachers) think about the provision of school psychological and counselling services within Greek elementary schools. Two hundred and eight active teachers and university students were asked to complete a Likert-type questionnaire rating the importance of nine roles and activities typically performed by a school psychologist. Results suggested that both active teachers and students regarded all activities very importantly with the exception of school-community liaison, an activity considered not so important by either side. However, student respondents differed from active teachers in how much importance they attributed to each activity. Given the structure and organization of the Greek educational system, the presence of additional support personnel is highly regarded by teachers who have been serving in it for several years. It is also encouraging to note a similar attitude in the responses of future teachers. Implications for educational policy regarding such additional personnel are considered.

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Section: Discussionsupporting

confidence: 82%

supporting

confidence: 87%

The Attitudes of Greek Teachers and Trainee Teachers Towards the Development of School Psychological and Counselling Services

Dimakos

2006

School Psychology International

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“…When considered from a Greek perspective, for example, there are at least two ways of interpreting the current nding. On the one hand, these responses might suggest that there has been an actual increase in the incidence of behaviour problems in Greek primary classrooms, con rming the views of a number of Greek commentators (Gavrilidou, De Mesquita and Mason, 1994;Nikolopoulou and Oakland, 1990). On the other hand, the survey may be detecting a concern on the part of Greek teachers about a decline in what they might regard as traditional values, with a consequential impact on the incidence of behaviour problems and a decline in their status.…”

Section: Deteriorating Behaviourmentioning

confidence: 69%

Greek teachers' perspectives on behaviour problems: implications for policy-makers and practitioners

Didaskalou¹,

Millward²

2001

European Journal of Special Needs Education

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In the course of the 1990s, many education systems in the developed world reported an increase in the number of pupils presenting emotional and behavioural problems. For countries such as Greece on the point of economic development, it is interesting to examine whether as they seek to 'reform' their education systems in line with those of more 'developed' countries, they are experiencing a similar phenomenon. An analysis of the ndings of a survey is presented on the views of over 600 Greek primary school teachers in Athens on the nature and incidence of emotional and behavioural problems. The ndings con rm that Greek teachers are facing a deteriorating situation in which they are reporting a greater incidence of behavioural problems compared to the past. Although many of the patterns of behaviour are similar to those reported in other European countries, a number of interesting differences emerge over the levels of reporting of emotional problems. In the course of the analysis of these similarities and differences, a number of implications are identi ed which, it is suggested, can inform the development of national policy leading to a greater level of support for schools and teachers. KEYWORDSEmotional and behavioural problems, Greece, primary schools, policy development Eur.

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“…In the Greek context, the teams that need to meet for assessment purposes and for planning programmes are teachers based in schools and psychologists based in LEAs or diagnostic centres and subject or SEN advisers. As far as collaboration between teachers and psychologists in the Greek context is concerned, a survey study (Gavrilidou, De Mesquita and Mason, 1994) has shown that Greek elementary school teachers and undergraduate teacher trainees from Thessaloniki consider school psychologists as useful in helping them solve classroom problems. However, trainees rated psychologists as more useful for behaviour problems than for learning problems.…”

Section: Collaboration Between Professionalsmentioning

confidence: 99%

An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues

Rontou¹

2011

Research in Spec Educ Needs

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This paper investigates the collaboration of Greek secondary school teachers of English as a Foreign Language (EFL) with psychologists and advisers for dyslexia issues. Data were collected through audio recorded observations and interviews with head teachers and teachers. Taking a Vygotskian approach to learning, activity theory is applied to analyse the contradictions that emerge around the collaboration of teachers and head teachers with specialist provision for dyslexia issues from data in interviews and field notes across two schools. The analysis shows that contradictions are created when the participants try to achieve their goals for dyslexia support by the absence of ‘what’ artefacts – such as knowledge on dyslexia – and ‘how’ artefacts – processes and procedures such as collaboration with a counsellor – to support the collaboration of EFL teachers with EFL and special educational needs advisers and psychologists, the lack of staff at diagnostic centres and lack of funding for training. This finding indicates that the collaboration between psychologists, advisers and teachers to exchange information on pedagogy needs to be established through meetings and in‐service training of teachers.

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Greek teachers' perceptions of school psychologists in solving classroom problems

Cited by 15 publications

References 23 publications

The Attitudes of Greek Teachers and Trainee Teachers Towards the Development of School Psychological and Counselling Services

The Attitudes of Greek Teachers and Trainee Teachers Towards the Development of School Psychological and Counselling Services

Greek teachers' perspectives on behaviour problems: implications for policy-makers and practitioners

An investigation into the effectiveness of collaboration between Greek secondary EFL teachers and specialist providers for dyslexia issues

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