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ERIC Number: ED177833
Record Type: RIE
Publication Date: 1978
Pages: 72
Abstractor: N/A
Reference Count: 0
What Does the School Psychologist Do? An Ethnographic Study of Role Transformation During Organizational Change. Final Report.
Carroll, Thomas G.; And Others
A 1 year ethnographic study was conducted to investigate the possibility and better understand the process of role transformation of the school psychologist during organizational change, specifically regarding the delivery of mainstream services to special needs children under Chapter 766 (Massachusetts' law which mandates procedural safeguards and team delivery of educational services for handicapped students). To collect and analyze data, a team of investigators trained in ethnographic methods was used. In response to mainstreaming legislation, school psychologists assumed one of two roles: child advocate or member of the school's staff. Child oriented psychologists worked effectively in schools with low structure, participative organizations where they met with staff on a one to one basis to develop program changes in response to the child's needs. School oriented psychologists were found to be effective in high structure, bureaucratically organized schools where they work with the staff as a team to serve the child through existing school programs. Other findings included that despite the mainstreaming legislative mandate to use collaborative team organization in special needs cases, many teams continue to function in accord with bureaucratic principles. (Author/SBH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Clark Univ., Worcester, MA. Dept. of Education.
Identifiers: Chapter 766; Massachusetts