Where in the World is School Psychology?

Jimerson, Shane R.; Skokut, Mary; Cardenas, Santiago; Malone, Heather; Stewart, Kaitlyn

doi:10.1177/0143034308090056

Cited by 42 publications

(13 citation statements)

References 8 publications

(12 reference statements)

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“…With the passage of federal legislation relative to the provision of special education in the late 1970s came a period of rapid growth for the field of school psychology (Bocanegra et al 2019). Since that time, the field has expanded to include additional roles and responsibilities, such as consultation and program development, and evaluation at the systems level (Bahr et al 2017;Jimerson et al 2008). However, as the field has expanded, the workforce has not, resulting in critical shortages both at the practitioner and trainer levels (Bocanegra et al 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Traditionally, tasks associated with this population of students, including psychometric testing and program planning, have dominated the school psychologist's responsibilities (Fagan 2004). With time, however, the role has expanded to include additional services, such as primary and secondary intervention development, implementation, and monitoring for academic and behavioral needs; consultation with teachers, parents, and other professionals; program development and evaluation; research activities; and supervision (Jimerson et al 2008). Further, with the changing educational landscape, school psychologists are often engaged at the systems level, as school districts move toward multi-tiered systems of support (MTSS), including Response to Intervention models for academics and behaviors (Bahr et al 2017).…”

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confidence: 99%

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Why (Not) School Psychology?: a Survey of Undergraduate Psychology Majors’ Preferences

Gischlar

2021

Contemp School Psychol

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As the field of school psychology has expanded, the workforce has not, resulting in critical shortages at both the trainer and practitioner levels. Additionally, practitioners who are racially, ethnically, and linguistically diverse are underrepresented in the field, despite the growing diversity of our nation's schools. The purpose of this paper was to survey undergraduate psychology majors regarding their preferences for graduate studies and eventual career paths, and to examine the variables that might influence the decision to pursue a degree in school psychology. Findings suggested that exposure to the field in undergraduate studies was the only significant variable in predicting level of interest in pursuing graduate study in school psychology, which is similar to previous research. However, there were differences found by gender and ethnicity that might be informative for recruitment of students to the field.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Why (Not) School Psychology?: a Survey of Undergraduate Psychology Majors’ Preferences

Gischlar

2021

Contemp School Psychol

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“…Despite a large number of professionals working as psychologists in the school setting, Italy is still a country in which many aspects of the status of school psychology are critical. Some limits of the Italian conditions emerge from local analysis and from the main cross-national surveys about school psychology, such as the study promoted by the European Federation of Psychologists' Associations (EFPA) and the Network of European Psychologists in the Educational System (NEPES) [20] or the International School Psychology Survey (ISPS) carried out by the International School Psychology Association (ISPA) [24]. The first major critical factor is the lack of laws or regulations that define school psychology professional standards or require school psychologists to be credentialed [20,24,25].…”

Section: Support To Familiesmentioning

confidence: 99%

The Italian School Psychologists’ Role: A Qualitative Study about Professional Practices and Representations

Meroni

Fagnani

Confalonieri

et al. 2021

EJIHPE

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School psychologists’ relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists’ role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.

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“…: (55) 99969-0327. E-mail: solangeester@hotmail.com; lmata@ispa.pt Sabe-se que hoje em dia os psicólogos atuantes em contexto escolar são profissionais muito requeridos por educadores, pela equipe escolar e pelas famílias, levando a grandes desafios e diversidade na sua atuação (Fagan, 1992;Jimerson, 2016;Jimerson, Skokut, Cardenas, Malone & Stewart, 2008;Lopes & Almeida, 2015;Oakland & Jimerson, 2007). Assim, esta pesquisa procurou desenvolver um instrumento que permita compreender quão confiantes esses psicólogos se sentem no desenvolvimento das diferentes facetas de sua atividade profissional.…”

Section: Lourdes Mataunclassified

“…Pode-se constatar que a atuação dos psicólogos em contexto escolar vem se afirmando como campo de atuação, pesquisa e produção de conhecimento (Jimerson et al, 2008;Jimerson, Stewart, Skokut, Cardenas & Malone, 2009). Ademais, a forma como se concebe a atuação dos psicólogos em contexto escolar pode ser muito diferenciada.…”

Section: Lourdes Mataunclassified

Estudo de validação da Escala de Autoeficácia para Psicólogos em Contexto Escolar

Koehler

Mata²

2019

Aval.Psicol.

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RESUMO Considerando a inexistência de instrumentos de autoeficácia ocupacional direcionada aos psicólogos em contexto escolar, este estudo pretende descrever a construção e a validação de uma escala, além de apresentar as qualidades psicométricas da Escala de Autoeficácia para Psicólogos em Contexto Escolar-EAPsi. Utilizou-se como embasamento a Teoria Social Cognitiva, que explica o comportamento humano por meio da proatividade, da autorregulação e da auto-organização. Esta pesquisa contou com a participação de 205 psicólogos atuantes nos Institutos Federais de Educação, Ciência e Tecnologia. Essas instituições compõem a Rede Federal de Educação Profissional, Científica e Tecnológica que está presente em todos os estados do território nacional. Constatou-se que 80% eram do gênero feminino, com idade média de 35 anos. Os resultados da análise fatorial exploratória indicaram que a estrutura com 22 itens e três dimensões foi a mais ajustada, com alfas de Cronbach indicando boa consistência interna. As dimensões foram: autoeficácia profissional, autoeficácia relacional e autoeficácia na articulação com as famílias. Assim sendo, a validação da EAPsi contribui para preencher uma carência de instrumentos voltados aos profissionais, podendo colaborar com estudos e intervenções na área. Palavras-chave: psicólogos escolares; autoeficácia; escala; validação. ABSTRACT-Validation of the School Psychologists Self-Efficacy Scale Considering the lack of instruments related to occupational self-efficacy directed toward psychologists in a school context, this study aimed to describe the construction and validation of a scale and to present the psychometric qualities of the Self-efficacy Scale for Psychologists in the School Context-EAPsi. Social Cognitive Theory was used to explain human behavior through proactivity, selfregulation and self-organization. This study had the participation of 205 psychologists working in the Federal Institutes of Education, Science and Technology. These institutions make up the Federal Network of Professional, Scientific and Technological Education that is present in all the states of the country. It was found that 80% of the participants were female, with an mean age of 35 years. The results of the exploratory factor analysis indicated that the structure with 22 items and 3 dimensions presented the best fit, with Cronbach's alphas indicating good internal consistency. The dimensions were: professional self-efficacy, relational self-efficacy and self-efficacy in articulation with families. Accordingly, the validation of the EAPsi contributes to fill a gap in instruments aimed at professionals and presents the possibility for use in studies and interventions in the area.

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Where in the World is School Psychology?

Cited by 42 publications

References 8 publications

Why (Not) School Psychology?: a Survey of Undergraduate Psychology Majors’ Preferences

Why (Not) School Psychology?: a Survey of Undergraduate Psychology Majors’ Preferences

The Italian School Psychologists’ Role: A Qualitative Study about Professional Practices and Representations

Estudo de validação da Escala de Autoeficácia para Psicólogos em Contexto Escolar

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