The Principal and the School Psychologist: Partners for Students

Murray, B. G.

doi:10.1177/019263659608058012

Cited by 3 publications

(3 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…School psychologists, with their background and training in human behavior, are in a position to provide useful insights for teachers and administrators in accurately defining and carrying out these fundamental educational tasks. Murray (1996) recommends that principals and school psychologists establish close working relationships in order to more effectively assess potential problems concerning student violence. Together they need to acquire necessary consultation from experts and data from research as well as conduct an ongoing research program.…”

Section: Role Of the School Psychologistmentioning

confidence: 99%

Student violence and the moral dimensions of education

Edwards

2001

Psychology in the Schools

View full text Add to dashboard Cite

Student violence has started to appear in schools in extreme forms. Various causes have been suggested, including TV violence, dysfunctional families, grinding poverty, child abuse, domestic violence, poor emotional and cognitive development, drugs, gangs, inequitable educational opportunity, and latchkey homes. A number of programs have been initiated to deal with this problem which focus on limiting the entry of weapons into the schools and managing aggressiveness. Unfortunately many of these programs fail to address the more fundamental causes of violence and aggression. A more effective means of prevention involves helping children become more responsible members of families, schools, and neighborhoods. School counselors and school psychologists have an important leadership role in helping reduce violence by promoting the moral dimensions of education, including the development of effective learning communities and encouraging school experiences which help children become more resilient in meeting the challenges they face each day without resorting to violence. © 2001 John Wiley & Sons, Inc.

show abstract

Section: Role Of the School Psychologistmentioning

confidence: 99%

Student violence and the moral dimensions of education

Edwards

2001

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…The National Association of School Psychologists (1992) recommends the expansion of health care services in schools. They call for coordinating services between the school and various family service agencies (Murray, 1996). Involving the school nurse in developing a health awareness center offers one way to strengthen relations between a school district and a community.…”

Section: Develop Health Awareness Centersmentioning

confidence: 99%

The School Nurse: Friend to the School Principal, Member of the Administrative Team

Peña

1998

NASSP Bulletin

View full text Add to dashboard Cite

School health care programs sustain the physical, psychological, and emotional well-being of students and contribute in great measure to overall cognitive and social development. School principals should involve the school nurse as a valued member of the instructional staff and as an important member of the administrative team. strong relationship exists between the health of students and their~~ capacity to succeed in school. As the complexity of students' health L needs has increased, so have the demands placed on the principal to accommodate students with health-related problems (Bartlett, 1994). Researchers studying the health of U.S. children state that rates of respiratory problems, child abuse, and teen suicide have all increased since 1990 (U.S.

show abstract

“…In this paradigm, school psychologists are routinely called to diagnose and repair those students who do not fit into the regular education (Braden et al 2001;Merrell et al, 2012;Murray, 1996;Strein et al 2003). Accordingly, school psychologists assess the referred child, establish a diagnosis, and design and implement a treatment plan, commonly through counseling, therapy, or other form of direct interventions (Sheridan & Gutkin, 2000;Williams & Greenleaf, 2012).…”

mentioning

confidence: 99%

All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology

et al. 2016

View full text Add to dashboard Cite

Studies have generally characterized school psychologists as a relative homogenous population. Understanding the differences in professional practices and related variables is important for the development of the profession. Using a sample of 446 Portuguese school psychologists, this study used cluster analysis to identify distinct profiles of professional activity, based on practitioners' time distribution among different target audiences (i.e., students, parents, teachers, school board members, school non-professional staff, and other professionals within the school community). Three distinct profiles emerged from the data: a group highly oriented to work with students, a group that distributes time almost equitably between adults and students, and a group that concentrates attention and professional expertise on adults. Practice setting variables, such as school-psychologists-to-student ratio, schoolpsychologists-to-school ratio, number of referrals per year, and school community level of demand for different activities, were found to be significantly related to cluster membership. No personal-or professional-background-related variables differentiated the three groups. The main implications of these findings are discussed in light of recent literature regarding the models of service delivery for school psychologists.Keywords School psychology . Professional practice . Cluster analysis Survey research has a long tradition in the field of school psychology and has been widely used to collect data and answer research questions about school psychologists, their attitudes, and responsibilities. Several authors have stressed the importance of systematically gathering

show abstract

The Principal and the School Psychologist: Partners for Students

Abstract: Prevention is more effective (and less costly) than reaction. The school psychologist, who is trained in such prevention strategies, holds a wealth of information that, properly utilized, can be among the princi pal's greatest assets.

Cited by 3 publications

References 1 publication

Student violence and the moral dimensions of education

Student violence and the moral dimensions of education

The School Nurse: Friend to the School Principal, Member of the Administrative Team

All different or all the same? Exploring the diversity of professional practices in Portuguese school psychology

Contact Info

Product

Resources

About