Models for school psychology: Dimensions, barriers, and implications

Gilmore, George E.

doi:10.1016/0022-4405(74)90002-8

Cited by 16 publications

(6 citation statements)

References 13 publications

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“…It is a popular indoor sport to allude to the identity crisis of school psychologists in terms of child and family developmental stages (Gilmore, 1974). Commenting on a prior Bardon position paper (1979), Trachtman (1981) says:…”

Section: Catch 2022mentioning

confidence: 99%

The emperor's used clothes.

Goldwasser¹

1982

Professional Psychology

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School psychology organizations continue to devote an inordinate amount of time and energy to questions of status and degree, which have little impact on the daily professional lives of either doctoral or nondoctoral practitioners. Concern is expressed about the consequences of the removal of school psychology from the generic house of psychology and the unreality of creating a "separate but equal" nondoctoral profession. Questions of semantic confusion in defining differences between professional psychology and school psychology are raised. It is postulated that the split suggested by Bardon may result in the extinction rather than the salvation of school psychology.Once upon a time, in the kingdom of Learnalot, there lived a handsome King named Psycholio and a beautiful Queen named Educia with their offspring called School Psycholio. Their marriage had resulted in the creation of a relatively new country, carved out of turf somewhat reluctantly granted by the ancestral baronies of both the King and the Queen. They reigned in their little monarchy and established an uneasy truce with each parental dynasty.One day, the Council of Representatives, which governed the House of Psycholio, demanded that the child (School) be trained according to the established tradition of the King's family before inheriting the right to the throne and the use of papa's name. Of course this angered the Board of Regents who ruled in the land of Educia, and they countered with threats of withdrawing all funds from the treasury if the child was forced to prove legitimacy in this fashion. (Uncle Special Educia was especially adamant about exerting control over little School's behavior). The citizens of Learnalot began to feel as if they were in the middle of a tug-of-war.The political furor that ensued began to seriously disturb the peace throughout the kingdom.. Armies were formed; battle lines were drawn; and in all the noise and heat of conflict, the child struggled to grow to maturity While'pleasing both families. Learned scholars from both ancestral kingdoms and from Learnalot were asked to try to find a way to effect a truce. They met many times and solved some of the questions about School's training and upbringing. But, despite their good intentions, they were afraid to risk banishment from the ruling house, so they dared not even whisper about a "final solution." Finally, a brave knight named Solomon Bardicus rode into the fray and suggested that the only reasonable course of action would be to split little School in two. Half of him would be allowed to live with Grandpa Psycholio in the big country and the other half could stay in Learnalot. Friends and relatives would have to choose up sides and decide with which half they would stay.There was much rejoicing in the kingdom because, at last, it seemed as if the terrible war would finally end. However, one day, just before the great event was to occur, little School piped up and asked timidly, "How can I survive if someone cuts me in two?" (Very) Grimm Fairy Tale, circa 1982, So...

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Section: Catch 2022mentioning

confidence: 99%

The emperor's used clothes.

Goldwasser¹

1982

Professional Psychology

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“…Over the years several models have been developed for the effective practice of school psychology (Gilmore, 1974), but they have all centered on one primary responsibility: to understand and explain student achievement and adjustment difficulties in schools and develop intervention strategies that facilitate appropriate behavioral changes. There has been a great deal of confusion and debate over the best ways to meet this responsibility.…”

Section: Family-oriented Emphasis For School Psychologists: a Needed ...mentioning

confidence: 99%

Family-oriented emphasis for school psychologists: A needed orientation for training and professional practice.

Lombard¹

1979

Professional Psychology

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“…Specific indirect preventive activities might include consultation to school administrators on organizational issues and staff selection and training (Gilmore, 1974), promoting closer school-community relations and the use of volunteers in schools (Clarke, 1974;Gdessich, 1974) and the organization of staff development activities (White and Mitchell, 1976). Implementing methods for the more effective use of school staff meetings, the coordination of educational planning groups and the coordination of parent groups dealing both with parent effectiveness training and parent input to the educational system (Carlson and Jarman, 1975 ;Clarke, 1974) comprise other indirect service activities.…”

Section: Prevention Oriented Programsmentioning

confidence: 99%

The Role of the School Counsellor in the Prevention and Management of Psycho-Educational Problems in the School Community

White¹,

Mitchell²

1976

Australian Journal of Education

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In recent years, a strong case has been made by education and health theorists for an allocation of resources aimed a t preventing the onset of psychological, social and educational problems among school aged children. Psychologists, counsellors, and educators working in the field have, however, tended to focus their limited resources on established problem areas and crisis intervention, rather than on preventive programs. This paper questions the long-term effectiveness of " bandaid " intervention and develops a broader conceptual framework for the delivery of psychological services to a school community. A service model is proposed that balances the traditional focus on remediation with an emphasis on the prevention of psycho-educational problems. Attention is given to the role and function of the school counsellor in the implementation of such a model.

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Models for school psychology: Dimensions, barriers, and implications

Cited by 16 publications

References 13 publications

The emperor's used clothes.

The emperor's used clothes.

Family-oriented emphasis for school psychologists: A needed orientation for training and professional practice.

The Role of the School Counsellor in the Prevention and Management of Psycho-Educational Problems in the School Community

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