ERIC Number: ED075480
Record Type: RIE
Publication Date: 1972
Reference Count: N/A
The School Psychologist; His Role in Effecting Educational Outcomes.
Vance, John J.
The role of the school psychologist in social change is described from a field theory position. According to this theory, objects in a field take on their dynamic character as a result of their position in the field. Roles are therefore responsive to and dependent upon definitions of their setting. The many roles of the school psychologist are boundless in scope and frequently contradictory. The role, as currently seen is oriented toward pathology and growth and can be defined in four ways--the clinician, the tester, the academic model, and the educational programmer. One study identified five main areas of functioning related to the role definitions--child study, consultation, inservice training, research, and community services. Administrators and teachers seem to prefer the role of diagnostic study of individuals. This function has too little impact on effecting educational outcomes. The school psychologist should be developing new and productive patterns in the educational structure, searching for ways in which the subparts of the educational system can be related more effectively to the whole. The helping professions have sacrificed their original purpose in protecting their individual identities. (For related documents, see TM 002 548-557, 559.) (KM)
Descriptors: Educational Change, Literature Reviews, Resource Staff, Role Perception, School Psychologists, Seminars, Social Change
Not available separately; see TM 002 548
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at Doctoral Seminar, University of Georgia, Fall 1971