The History of School Psychology: Understanding the Past to Not Repeat It

Positive adjustment to first grade is an important milestone in children's lives. Yet, it is sometimes further complicated by additional challenges such as parental divorce. Drawing on a social ecological perspective we explored how the systems rooted in social ecologies enable children's resilience when their parents are divorced so as to result in their coping well with adjusting to first grade. We used a single instrumental case study that involved visual methodologies to uncover lessons from the story of a first grader whose parents divorced but who continued to adjust well to first grade. Our findings suggest leverage points for school psychologists (SPs) who wish to champion the resilience of first graders who are adjusting to formal school as well as their parents' divorce. SPs can intervene by supporting the first grader's processes of SCHOOL PSYCHOLOGISTS & 1 ST GRADE ADJUSTMENT DESPITE DIVORCE 2 agency and meaning making; by working systemically to engage systems of support; and by mobilizing systems with task-sharing.

Section: Discussionmentioning

confidence: 99%

Positive adjustment to first grade despite divorce: Lessons for school psychologists

Bezuidenhout

Theron

Fritz

2018

“…The main components of this position include: Offering psychological evaluations to children and adolescents, including cognitive measures, academic tests, interviews, observations, personality testing, and behaviour programming, and examining the environment of the child. Intervening to remedy problems with individuals, especially concerning the interaction between learning activities and individual abilities, and social development with the goal of enabling individuals to reach their potential. Improving the educational activities of teachers, parents, and other school personnel, to make education appropriate for student needs, and to help children develop positive life habits and study skills. Administering measures to determine class placements and meet the needs of students who may profit from attending special education programmes, which some education departments require. Working with parents to develop their children’s skills for positive living and mental health within the home and school environment, and to encourage stress-free educational achievement of student potential. This presents only a small sample of some school psychologist roles. For additional school psychology role information see APA (1998), Bray and Kehle (2011), D’Amato et al. (2011), and Liu (2009).…”

Section: School Psychology and The Importance Of Child Developmentmentioning

confidence: 99%

“…School psychology in Mainland China began to grow gradually in the middle of the 1980s, behind the development of most Western countries that have practiced psychology for many years (D’Amato et al., 2011; Ye & Fang, 2010). The origin of school psychology in the USA goes back to the late 19th and early 20th centuries when the country was in a period of rapid development of urbanization and industrialization as well as learning how to help children, youth, families, and schools (Bray & Kehle, 2011).…”

Section: Historical Development Of School Psychology In the Usa And Imentioning

confidence: 99%

“…School psychology is one of the important divisions in psychology that emerged as an independent field of study at the end of the 19th Century (D’Amato, Zafiris, McConnell, & Dean, 2011). In the United States of America (USA), school psychology has become a distinct professional practice pursued by many (Doll, 1996; Yang & Liu, 2002).…”

Section: Introduction To School Psychology In Mainland Chinamentioning

confidence: 99%

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Understanding the development of school psychology in Mainland China

D’Amato

Schalkwyk

Zhao

et al. 2013

Self Cite

School psychology is an important area within psychology, which has a short developmental history in Mainland China. Nonetheless, along with economic advances and social changes in Mainland China, school psychology is developing and becoming more important. Currently, people need to work harder and longer. This places many under pressure that may cause all kinds of mental difficulties and disorders. School psychological services can work with learners and their families for the healthy development of children and adolescents, and is also the fundamental route to prevent and solve mental-health problems in Mainland China. This article explains the significance and the important effects of school psychology in Mainland China, and provides a general account of the developmental history and the status quo of school psychology. It also compares mental health services in Mainland China with those in other countries. The objective of this article is to present an overall description of school psychology, understand new trends, and discuss the need for the future development of school psychology in Mainland China. This article completed a comparative analysis with the USA and considered current practices in Mainland China.

“…For example, parents’ fear of being seen as bad , ineffective , or even cursed prohibit families from acknowledging their child’s special education needs. Thus, the school psychologists’ role and functions of assessment, consultation, and intervention for all children from birth to 21 years are still underdeveloped in most Pacific Rim countries, particularly those with a Chinese heritage culture (Bray & Kehle, 2011; D’Amato, Zafiris, McConnell, & Dean, 2011).…”

mentioning

confidence: 99%

Providing psychological services and counselling in Pacific Rim countries: Where is school psychology in Asia?

Schalkwyk

D’Amato

2013

Self Cite

School psychology services and the functions of school psychologists providing assessment, consultation, and intervention for children and their families are still greatly underdeveloped in the Pacific Rim countries, particularly those with a Chinese heritage culture. For the most part, school psychology services are provided by educational psychologists, school counsellors, and/or teacher-counsellors with varying levels of training and expertise, while the development of school psychology as a profession has been slow in coming. Nonetheless, Asian countries are gradually accepting the notion that children should be in school and there are efforts to provide psychological services within schools to prevent and solve mental health problems unique to these countries. With an obvious need for systematic mental health services, particularly for children and youth and their families, there is also a critical need to develop programmes that would lead to graduate level training in school psychology while simultaneously acknowledging the diversity of these Asian cultures in the Pacific Rim countries. Given the large populations of these countries, it is essential that we work to develop school psychology programmes in the very near future. If the Asian countries were to develop to their fullest potential, school psychologists would be needed as a critical component in all school systems.