Psychological services in schools: A summary of international perspectives

Oakland, Thomas; Saigh, Philip A.

doi:10.1016/0022-4405(87)90081-1

Cited by 18 publications

(19 citation statements)

References 25 publications

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“…Moreover, because there is an insufficient number of trained and qualified personnel, psychological services often are insufficient, and psychological specialists frequently assume responsibilities unrelated to their preparation. The median ratio between students and school psychology specialists (20,000: 1) is considerably higher than that recommended by UNESCO (i.e., 6,000 to 7,500; Wall 1956) or that found in the USA (2,000: 1; Oakland and Saigh 1987). These conditions must improve in order for school psychology specialists to deliver the quality of services often found elsewhere (Saigh and Oakland 1989).…”

Section: Discussionmentioning

confidence: 93%

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Psychoeducational Services for Children and Youth in the Orient: Current Status, Problems, and Some Remedies*

Oakland

1989

Int J Psychol

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Utilizing information obtained through an international survey and existing literature, patterns in the practices, research, and preparation of professionals who deliver psychoeducational services to children and youth in six Oriental countries (i.e., China, Hong Kong(1), Japan, the Philippines, Taiwan, and Thailand) are described. Services are provided by many professional groups. While few formal programs exist for the preparation of psychologists to work in schools, those providing such services have at least a bachelor's degree. Services commonly provided include assessment, vocational and educational guidance, counseling, parent education, and teaching. School psychological services generally are not governed by legislation or professional standards. Research tends to be applied and directed toward the construction and translations of tests and toward the needs of the mentally retarded, learning disabled, and behaviorally disordered. Ten major problems creating barriers for the delivery of psychoeducational services are identified. Three suggestions to help resolve these problems are offered.

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Section: Discussionmentioning

confidence: 93%

“…This also holds true for their European colleagues (Oakland and Saigh 1987). Their knowledge of theoretical, conceptual, and applied areas of psychology typically is acquired after first obtaining a teaching credential.…”

Section: Discussionmentioning

confidence: 97%

Psychoeducational Services for Children and Youth in the Orient: Current Status, Problems, and Some Remedies*

Oakland

1989

Int J Psychol

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“…It has been reported that there is considerable variability in the delivery of school psychological services from country to country (Oakland and Saigh, 1989). It is safe to assume that teachers' classroom management practices will also exhibit similar variability.…”

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confidence: 99%

Teachers’ Use of Classroom Management Procedures in the United States and Greece: A Cross-Cultural Comparison

Akin-Little

Little

Laniti

2007

School Psychology International

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A survey was conducted of teachers' classroom management practices in the United States and Greece. The United States sample consisted of 149 teachers in Arizona, Illinois, Louisiana, Mississippi and Alabama. The Greek sample consisted of 97 teachers in Athens and the surrounding area. The survey asked questions regarding teachers' use of important classroom management principles (e.g. rules, classroom management practices). Responses of the teachers in the two samples were remarkably similar which indicates that, overall, teachers are reporting the use of empirically validated classroom management procedures (e.g. rules, positive reinforcement) in relatively high frequencies. Results and implications are discussed in terms of the importance of cross-cultural research of this type.

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“…For example, the United Nations Educational, Scientific, and Cultural Organization's conference on ways to revitalize parts of the Western European educational infrastructure following World War II (Wall, 1956) marked the beginning of efforts to prepare school psychology specialists in this region. Later suggestions by Catterall (1977Catterall ( -1979, Oakland and Saigh (1989), Oakland and Cunningham (1992), Farrell (1993), Burden (1994), Guillemard (1994), and others add to this literature.…”

Section: Scholarship Leading To Establishing Guidelines On Preparing mentioning

confidence: 89%

International Perspectives on Academic and Professional Preparation of School and Educational Psychologists: Introduction to a Special Issue of theInternational Journal of School & Educational Psychology

Oakland

Hatzichristou

2014

International Journal of School & Educational Psychology

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Psychological services in schools: A summary of international perspectives

Cited by 18 publications

References 25 publications

Psychoeducational Services for Children and Youth in the Orient: Current Status, Problems, and Some Remedies*

Psychoeducational Services for Children and Youth in the Orient: Current Status, Problems, and Some Remedies*

Teachers’ Use of Classroom Management Procedures in the United States and Greece: A Cross-Cultural Comparison

International Perspectives on Academic and Professional Preparation of School and Educational Psychologists: Introduction to a Special Issue of theInternational Journal of School & Educational Psychology

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