The Four Clients of the School Psychologist

Benyamini, Kalman

doi:10.1177/0143034382031003

Cited by 11 publications

(1 citation statement)

References 4 publications

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“…A second class of articles presents different approaches to the roles of school psychologists. For example, Benyamini (1982) described a series of developments that took place as school psychologists moved from focusing on individual diagnosis to working with the entire school and its resources.…”

Section: The Roles Of the School Psychologistmentioning

confidence: 99%

School psychology research in Israel.

Raviv¹

1989

Professional School Psychology

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The majority of research is descriptive in nature, however, there is a considerable amount of controlled investigation. Five research areas are described: diagnosis and evaluation, consultation, interventions, crisis interventions, and the roles of the school psychologist. Examples of specific research in each are also presented.More than 800 school psychologists in Israel occupy approximately 500 positions in 125 school psychological centers or clinics across the country (Raviv, 1984). The majority of school psychologists are employed by local municipalities which are responsible for providing psychological and other services to schools. Professional supervision is provided by the Psychological and Counseling Services Division (PCS) in the Ministry of Education. Most school psychologists working in centers have a master's degree; few have a doctoral degree.School psychologists provide a wide range of services to pupils, their parents, and teachers. Recent years have witnessed a growing trend to assist children through working with their teachers and parents. This trend is reflected in a relative decrease in individual diagnosis and an increase in primary and secondary prevention. However, a significant proportion of time still is devoted to the classical task of individual diagnosis (Raviv, 1984).Israeli school psychologists receive prolonged university training which places a great emphasis on the acquisition of research skills. Thus, to complete a master's degree in school psychology, a complete and comprehensive thesis project based on empirical research is required (Raviv, 1984). In spite of the research-oriented university training, very few practitioners are employed in primary research-oriented roles. The bulk of research in school psychology and education is carried out in academic settings rather than by practitioners. Indeed, school psychologists are not expected to engage in research by the major receivers of their services (i.e., teachers and principals). Moreover, most research is never published due to a high rejection rate of articles from professional journals and due to the fact that many school psychologists never attempt to publish. This situation is highly unsatisfactory and even damaging to the profession. School psychology in Israel faces numerous professional problems including budget cuts, freezing of positions, public criticism, and reduced motivation of graduate students to join the profession (Raviv & Wiesner, 1985). As in the United States, "demonstration of effectiveness has become a crucial issue for survival in the schools" (Reynolds, Gutkin, Elliot, & Witt, 1984, p. 274). As a result, there is an urgent need Requests for reprints should be sent to Amiram Raviv,

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Section: The Roles Of the School Psychologistmentioning

confidence: 99%

School psychology research in Israel.

Raviv¹

1989

Professional School Psychology

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The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools

Hertz‐Lazarowitz

Od-Cohen

1992

Psychol. Schs.

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Psychological Services Ze far, IsraelThis study describes a community-wide experimental change program that was initiated by a school psychologist who served as a system facilitator and change agent. The program strived to improve social climate in the classroom, and was executed in the fourth-, fifth-, and sixth-grade classrooms of an entire school system in northern Israel. This paper describes the program's design and rationale as well as its activities. Thirtythree classrooms participated, all of which were assigned randomly into three treatments: two experimental programs working on topics in classroom life, one in small-group settings and the other in whole-class settings, and one control (no program). Classroom climate was measured twice (pre-and posttest) during the school year by answering a modified Hebrew version of the Walberg and Anderson questionnaire developed by Hertz-Lazarowitz and Sharan (1979). Results indicated that increase in positive social climate control occurred in the experimental small-group program in all grade levels. The whole-class treatment showed improvement in higher grades, whereas the no-program control classrooms showed a significant decrease in classroom climate during the year. Three main factors were explained as contributing to the impact of the program on positive social climate. From an organizational perspective, (a) the participation and collegial support of teachers within the school with (b) the active leadership of the school psychologist helped improve social climate. Lastly, (c) the children's responses revealed the importance of experiencing cognitively and affectively the content of the program. This program, with certain modifications, became a consistent part of the school curricula.

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School psychology in Israel

Raviv

1984

Journal of School Psychology

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The Four Clients of the School Psychologist

Cited by 11 publications

References 4 publications

School psychology research in Israel.

School psychology research in Israel.

The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools

School psychology in Israel

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