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ERIC Number: ED420023
Record Type: RIE
Publication Date: 1998-Apr
Pages: 15
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Role Perceptions of the School Psychologist by School Personnel.
Hagemeier, Cherie; Bischoff, Lisa; Jacobs, James; Osmon, William
The role of the school psychologist has been the subject of debate and criticism for the past 26 years. Five major role functions have emerged: assessment; consultation; intervention and counseling; research and evaluation; and administration. Thus within the school environment, ambiguity of the role of the school psychologist exists because school personnel may be unaware of the duties, obligations, training, and skills of the school psychologist. This study describes perceptions school personnel have of the school psychologist and determines if discrepancies exist between perception of ideal versus actual roles. School personnel (n=278) completed surveys and participated in discussions concerning the role of school psychologists. Findings indicate that general education faculty hold a narrow view of the roles and responsibilities of the school psychologist. Contact with the school psychologist was described as minimal and usually entailed a case conference meeting or a classroom observation with a behavioral checklist to be completed by the teacher. The increased amount of contact administrators and special education faculty reported appears to have provided them with better understanding of ideal and actual roles. The special education faculty look to the school psychologist for a complete and accurate assessment of a child in order to make the best determination of placement and programming for the child. Implications of these findings are discussed. (MKA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual National Convention of the National Association of School Psychologists (30th, Orlando, FL, April 14-18, 1998).