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Journal articles on the topic 'Role of educational psychologist'

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Published: 4 June 2021
Last updated: 17 February 2022

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1

Shute, Rosalyn. "Inaugural constance davey memorial lecture." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 49–58. http://dx.doi.org/10.1017/s1037291100001710.

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This is an edited version of the inaugural Constance Davey Memorial Lecture, delivered by Dr Rosalyn Shute on 23 February 1995, to commemorate the 70th anniversary of the founding of the educational psychology (guidance) service in South Australia. Constance Davey's background and the beginnings of the psychological service in 1924 are described. The role of the educational psychologist as she established it is discussed, and its breadth contrasted with the narrow role which educational psychologists often find themselves taking today. The unique and vital role of the educational psychologist is outlined but concern is expressed about current professional problems both in Australia and overseas. This lecture was sponsored by the South Australian Department for Education and Children's Services.
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2

Sokołowska, Ewa, and Grażyna Katra. "A new approach to the professional role of the school psychologist." Roczniki Psychologiczne 22, no. 3 (February 21, 2020): 193–211. http://dx.doi.org/10.18290/rpsych.2019.22.3-1.

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The article is an invitation to discuss the role and tasks of the psychologist in the modern school. It advances the thesis that the primary role of the psychologist is to co-create the school environment and the educational process. Being a co-creator is the essence of the presented model of the psychologist’s work in the school system. The model covers psychological activities defined as monitoring promotion prevention, and intervention. It identifies the need to continually expand the possibilities of psychological influences and to create an autonomous vision of their realization. Adopting and performing this role in the way described in the model seems to be crucial to building the professional identity of the educational psychologist—and a well-defined and clarified professional identity is the basic regulator of a person’s functioning in his/her professional role.
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Panteri, Maria, Juan Calmaestra, and Verónica Marín-Díaz. "Roles of the School Psychologist–Current versus Preferred Roles in the Greek Schools: A Case Study from the Island of Crete." Education Sciences 11, no. 8 (August 18, 2021): 439. http://dx.doi.org/10.3390/educsci11080439.

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In the international literature it is frequently reported that school psychologists would like to reduce their involvement in evaluation and assessment activities in favor of an increase in other services and roles. The present study examines the perceptions of teachers and school psychologists regarding the roles of school psychologists on the island of Crete, Greece. For this purpose, an online questionnaire about the current and preferred roles of the school psychologist was distributed. Two hundred and seventy-nine (279) teachers and fifty-seven (57) school psychologists participated in this research study. The analysis and comparison of the participants’ responses revealed significant differences in their beliefs about the current and preferred roles of the psychologist. Emphasis was placed by psychologists on systematic interventions such as consultation and by teachers on counseling for their personal problems. Overall, respondents in this study recognized the usefulness of the school psychologist in the educational sector. A unified framework of reference for the range of the schools’ psychological services would enhance common understanding and facilitate the professional role of school psychologists and effective student referral to the related professional services.
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Липская, Татьяна Алексеевна, and Ольга Валентиновна Кузьменкова. "THE CONTENT OF TEACHERS’ EXPECTATIONS ON THE ROLE OF A PSYCHOLOGIST IN THE IMPLEMENTATION OF THE FEDERAL STATE EDUCATIONAL STANDARD." Pedagogical Review, no. 1(35) (February 10, 2021): 143–51. http://dx.doi.org/10.23951/2307-6127-2021-1-143-151.

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Рассматривается вопрос представлений педагогов образовательных учреждений о роли школьного психолога в современном образовательном процессе. Подчеркивается особая роль школьного психолога, осуществляющего психологическую поддержку всех субъектов образовательного процесса в условиях внедрения федеральных государственных образовательных стандартов. Представлены результаты изучения экспектаций педагогов об основных целях деятельности, направлениях и формах работы педагога-психолога в условиях реализации федеральных государственных образовательных стандартов. Дана характеристика представлений педагогов о профессионально важных качествах школьного психолога, работающего в современных образовательных условиях. В перечень наиболее значимых профессиональных качеств школьного психолога вошли: доброжелательность, жизненный опыт, интеллектуальность, любовь к людям, ответственность, отзывчивость, стремление к сотрудничеству, уважение к личности, умение работать в команде, умение слушать. Описаны основные задачи, выделяемые педагогами, которые, по их мнению, являются наиболее приоритетными в рамках деятельности школьного психолога по отношению к разным субъектам образовательного процесса. Выделены значимые социально-психологические условия профессиональной деятельности педагога-психолога в реализации федеральных государственных образовательных стандартов. Выявлена высокая степень заинтересованности педагогов образовательных учреждений в сопровождении педагогом-психологом образовательного процесса в современных условиях. The article deals with the question of the ideas of teachers of educational institutions about the role of a school psychologist in the modern educational process. The special role of the school psychologist, who provides psychological support to all subjects of the educational process in the context of the introduction of federal state educational standards, is emphasized. The article presents the results of studying teachers’ expectations on the main goals of activity, directions and forms of work of a teacher-psychologist in the conditions of implementation of federal state educational standards. The characteristic of teachers’ ideas about professionally important qualities of a school psychologist working in modern educational conditions is given. The list of the most significant professional qualities of a school psychologist includes: benevolence, life experience, intelligence, love for people, responsibility, responsiveness, desire for cooperation, respect for the individual, ability to work in a team, ability to listen. The main tasks identified by teachers are described, which, in their opinion, are the most priority within the framework of the school psychologist’s activity in relation to different subjects of the educational process. Significant socio-psychological conditions of professional activity of a teacher-psychologist in the implementation of federal state educational standards are highlighted. A high degree of interest of teachers of educational institutions accompanied by a teacher-psychologist of the educational process in modern conditions is revealed.
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5

Watkins, Marley W., Edward G. Crosby, and Jeremy L. Pearson. "Role of the School Psychologist." School Psychology International 22, no. 1 (February 2001): 64–73. http://dx.doi.org/10.1177/01430343010221005.

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6

Chamberlain, Ronald B. "Sport Psychology in a Collegiate Athletic Department Setting." Journal of Clinical Sport Psychology 1, no. 3 (September 2007): 281–92. http://dx.doi.org/10.1123/jcsp.1.3.281.

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The author shares his experiences as a sport psychologist working for the Athletic Department at Brigham Young University. He describes both his educational background and the training experiences that prepared him for a career as a psychologist in a collegiate athletics department. The development and evolution of the sport psychologist role at Brigham Young University is also described, and a model for conceptualizing sport psychology with student-athletes is provided. The methods for delivering psychological services to student-athletes are detailed, and a typical daily, weekly, and semester schedule for a sport psychologist is presented. The author concludes by sharing what he finds challenging about working as a sport psychologist in a collegiate environment and what he has found most enjoyable about this career alternative for professional psychologists.
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Kozlova, N. V., T. V. Rogacheva, T. E. Levickaya, E. A. Tsehmeistruk, and D. G. Nazmetdinova. "Clinical Psychologist in the System of Complex Rehabilitation." Bulletin of Kemerovo State University 22, no. 1 (March 31, 2020): 131–38. http://dx.doi.org/10.21603/2078-8975-2020-22-1-131-138.

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The research substantiates the role of clinical psychologists in the system of comprehensive rehabilitation within the conditions of bio-psychosocial model of rehabilitation. Practical experience and the analysis of scientific literature made it possible to describe peculiarities of modern complex rehabilitation and the problems experienced by clinical psychologists. The authors determined difficulties and characteristics of professional work of rehabilitation psychologist within modern legal terrain. One problem is the lack of professional standard for the profession of clinical psychologist. The other problem is the inconsistency in the use of terms denoting professional specifics. Тhe paper focuses on the specificity of psychodiagnostic and rehabilitative work of a psychologist in the light of changing theoretical basis of rehabilitation and the transition from the International Classification of Disability Disorders and Social Insufficiency to the International Classification of Functioning, Disability, and Health. The authors showed the discrepancy between the theoretical approaches of domestic and foreign psychology to the assessment of mental disorders. New professional tasks of the psychologist are defined taking into account multidisciplinary orientation of rehabilitation process. The paper describes the problems of professional training of clinical psychologists and specifies new educational tasks are specified proceeding from the modern approach to rehabilitation. Positive dynamics in the solution of the declared problem can be found in new legislative initiatives, development of General clinical recommendations for rehabilitation psychologists, scientific publications on psychological rehabilitation, update of educational programs for training clinical psychologists.
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8

Findlay, Andrea. "The role of Specialist Educational Psychologist for bilingual pupils." Race Equality Teaching 25, no. 2 (May 1, 2007): 38–42. http://dx.doi.org/10.18546/ret.25.2.09.

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9

Reilly, Colin, and Virginia Fenton. "Children with epilepsy: the role of the educational psychologist." Educational Psychology in Practice 29, no. 2 (April 3, 2013): 138–51. http://dx.doi.org/10.1080/02667363.2013.779573.

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10

Poulou, Maria. "Reflections of Pre-Service Psychologists on the Role of the School Psychologist." School Psychology International 24, no. 4 (November 2003): 378–93. http://dx.doi.org/10.1177/01430343030244002.

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11

Manashova, G. N. "PEDAGOGICAL SYSTEM OF TRAINING OF FUTURE EDUCATIONAL PSYCHOLOGISTS ON THE BASIS OF PRACTICE-ORIENTED TRAINING." BULLETIN Series of Pedagogical Sciences 65, no. 1 (March 30, 2020): 141–46. http://dx.doi.org/10.51889/2020-1.1728-5496.25.

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The author substantiates the development of the pedagogical system on the basis of system, competence and personal-activity approaches. The author carried out a theoretical analysis of the concept of "pedagogical system", disclosed in detail the components of the pedagogical system: motivational (personal); cognitive (theoretical); technological (practical) and reflective (evaluative). The article reveals the pedagogical conditions that contribute to the optimal organization of training of the future teacher-psychologist to professional activity on the basis of practice-oriented training. The author notes the role of practice in the integral system of training future teachers-psychologists, in ensuring their professional growth. The result of the pedagogical system is a future teacher-psychologist with formed competencies of readiness for professional activity on the basis of practice-oriented training in the conditions of modernization of modern education.
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12

Hamilton, Peter. "The Role of the Educational Psychologist in Pastoral Care Provision." School Psychology International 8, no. 2-3 (April 1987): 153–58. http://dx.doi.org/10.1177/0143034387082012.

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13

Hardy, Lew, and Gaynor Parfitt. "The Development of a Model for the Provision of Psychological Support to a National Squad." Sport Psychologist 8, no. 2 (June 1994): 126–42. http://dx.doi.org/10.1123/tsp.8.2.126.

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The aim of this paper is to describe and appraise two different models used for providing sport psychology support services to the British Amateur Gymnastics Association over the last 6 years. In the first phase, the sport psychologists assumed the traditional role of experts who evaluated performers’ needs and then prescribed educational psychological skills training programs according to the sport psychologists’ perceptions of individual needs. This approach contained both educational and monitoring elements. The second phase adopted a consultancy approach in which the coach, performer, and sport psychologist were all assumed to bring expert knowledge to bear on any problem. In this approach, the sport psychologists responded to the expressed needs of performers and coaches, assuming diverse roles. According to the sport psychologists, this second model was more difficult to operate than the first model. However, consultant evaluation data and consultant opinion suggested the second model operated more successfully than the first.
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14

Crombie, R., T. Lowe, and A. Sigston. "Group Work and Teacher Skill: the role of the educational psychologist." Educational Psychology in Practice 5, no. 1 (April 1989): 23–29. http://dx.doi.org/10.1080/0266736890050105.

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15

Umniashova, Irina Borisovna, and Anastasiia Andreevna Kuznetsova. "Cooperation of the teacher and educational psychologist in the course of the psychology and pedagogical analysis of educational interaction." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2017): 121–29. http://dx.doi.org/10.51314/2073-2635-2017-4-121-129.

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In article the role and potential of professional interaction of the educational psychologist and teacher in the course of the joint analysis of a lesson and activity after lessons is discussed. The joint analysis of activity is one of types of psychology and pedagogical examination in an education system. Cooperation of the teacher and educational psychologist is carried out in the course of psychological maintenance of educational activity, promotes creation of psychology and pedagogical conditions of implementation of the federal state educational standard of the general education and development of a professional reflection of the teacher.
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16

Costello, Shane. "Supervision and Collaborative Practice in Educational and Developmental Psychology." Educational and Developmental Psychologist 35, no. 1 (June 14, 2018): i—ii. http://dx.doi.org/10.1017/edp.2018.5.

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Psychologists have a vital role to play in schools. From identifying and treating complex psychopathology, through to using psychology as a tool to enrich lives by improving learning, facilitating positive developmental trajectories, and supporting social justice and advocacy, a school psychologist works in a complex and diverse space. In this way, any single day could include questions such as whether a child is socially and intellectually prepared to progress into the next grade; consulting with educators about managing challenging behaviours; conducting comprehensive assessments for cognitive, academic, and psychosocial referrals; writing reports and liaising with other health professionals; providing diagnoses to parents and guardians; providing counselling and evidence-based interventions for young people, teachers, and even parents; and responding to crises and life-threatening events.
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17

Bell, Henry D., and Vicki McKenzie. "Perceptions and Realities: The Role of School Psychologists in Melbourne, Australia." Australian Educational and Developmental Psychologist 30, no. 1 (May 22, 2013): 54–73. http://dx.doi.org/10.1017/edp.2013.1.

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This article investigates the degree to which a consistent understanding of what psychologists do is present in a group of teachers and parents, and compares this with the job functions reported by psychologists themselves. Research on the role of school psychologists has focused on the perceptions of school staff in relation to ideal services, and has given little acknowledgment to the expectations of other clients of school psychologists, such as parents. Common understanding of the range and focus of services available from school psychologists would facilitate effective and appropriate referrals. Services are considered according to models of service delivery from systemic service to an individual case-based model. The current study involved 138 school psychologists, 107 parents, and 100 teachers from government, Catholic, and independent schools across Melbourne, Australia. Participants completed a number of measures, and significant differences between groups were found on 20 of the 30 items relating to school psychologists’ responsibilities (p < .001). Associations were also established between student–psychologist ratios and the work practices of school psychologists, specifically the frequency with which assessment (r = .35, p < .001) and counselling (r =−.25, p < .01) tasks were undertaken. It is concluded that service delivery would benefit by enhancing community understanding of the work of school psychologists. Analysis of work practices reflects that demand for assessment services tends to limit the development of systemic and preventative practices in the work of school psychologists.
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18

LaRose, Bob. "What Can the Sport Psychology Consultant Learn from the Educational Consultant?" Sport Psychologist 2, no. 2 (June 1988): 141–53. http://dx.doi.org/10.1123/tsp.2.2.141.

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The growth of sport psychology has brought many positive advances and claims for achievement, but it has also brought controversy. Debate has beset the profession concerning classification (psychologist or consultant?), role (clinician or educator?), clientele (coach, athlete, or administrator?), ethics (whose purpose is to be served and who is being threatened?), and process (performance enhancement, winning, or personal fulfillment?). In this paper, the educational consultant in higher education is offered as a role model to help reduce the confusion and refocus attention on a more widely applicable role. Most sport psychologists today deal directly with athletes, usually elite athletes. However, as with physical skills, psychological skills require time and effort to fully develop. In order to address this time factor, this paper takes the stance that there is a growing need to train experts in the field to focus their efforts on the coach rather than the athlete. The consulting role, focus, and process suggested here could be of value to interested personnel at all levels of sport, and could provide a means for all participants to realize their fullest potential.
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Burnham, Simon. "Realists or pragmatists? “Reliable evidence” and the role of the educational psychologist." Educational Psychology in Practice 29, no. 1 (March 2013): 19–35. http://dx.doi.org/10.1080/02667363.2012.734277.

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20

Lewandowski, Lawrence J., and Brian Rieger. "The Role of a School Psychologist in Concussion." Journal of Applied School Psychology 25, no. 1 (February 17, 2009): 95–110. http://dx.doi.org/10.1080/15377900802484547.

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21

Forlin, Chris. "The role of the school psychologist in inclusive education for ensuring quality learning outcomes for all learners." School Psychology International 31, no. 6 (December 2010): 617–30. http://dx.doi.org/10.1177/0143034310386535.

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In comparison to international perspectives, the specific role of the school psychologist in Hong Kong will provide a case study of the tensions experienced by a system in transition between a very traditional, highly segregated education system, to one that is actively promoting a whole school approach to inclusion. Consideration will initially be given to the development of inclusive education and the identification of quality learning outcomes for students. The role of the school psychologists in Hong Kong and the challenges they face will be compared to other international jurisdictions, focusing on both internal and external influences that have impacted on their role in recent years.
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22

Kulsharipova, Zaru Kasymovna, Zebinsa Bakhodirkyzy Solieva, and Zhanat Beisembayevich Issabekov. "COMMUNICATIVE COMPETENCE`S DEVELOPMENT OF TEACHERS-PSYCHOLOGISTS` STUDENTS: PROBLEM STATEMENT." Bulletin of Toraighyrov University. Pedagogics series, no. 1.2021 (March 29, 2021): 178–93. http://dx.doi.org/10.48081/oegr3000.

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Professional activity of a teacher-psychologist is connected with the need for constant communication with a wide range of people. These are children who have different psychological characteristics; their parents, who have different educational and age status; colleagues and the administration of the educational institution, who may have professional deformities. The communicative responsibility of teachers-psychologists acts in professional activity as the qualities and skills that make up the part of the professional competence and skill of the specialist, which can be called his communicative competence. Communication processes play a crucial role in any professional activity. Therefore, a person should strive to master effective ways of communication, i.e. to learn the ability to understand others and be understood.
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PETROSYAN, Ruzanna, Sona MAKICHYAN, and Lida ARAMYAN. "ROLE AND VALUE OF COMMUNICATIVE COMPETENCE OF FUTURE MILITARY PSYCHOLOGIST DURING PROFESSIONAL DEVELOPMENT." Main Issues Of Pedagogy And Psychology 17, no. 1 (April 28, 2020): 83–89. http://dx.doi.org/10.24234/miopap.v17i1.367.

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The psychological problem of the formation of communication competence of a military psychologist is conditioned by the unity of the problems faced by our army and the educational programs. It focuses on the process of formation and development of communication skills of the future military psychologist in the field of professional communication, in which the emphasis is on the direction of the future specialist in communication. Based on the results of the research, it is proposed to ensure the principle of uniformity of joint activities in the curricula and the introduction of training and innovation methods for communicative competence formation.
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Aprotosoaie-Iftimi, Ana-Maria. "3. The Role of Arts in School Education." Review of Artistic Education 20, no. 1 (April 1, 2020): 198–203. http://dx.doi.org/10.2478/rae-2020-0024.

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AbstractContemporary psychologist Didier Anzieu220 speaks of five phases of the process of creation: creative emotion, gaining consciousness, transposition, elaboration, and exposure. Each of the five phases has a correspondent in the stages of development of visual-plastic educational activities, and the role of the teacher is essential in each of them. Starting from the five phases, we propose an approach pattern to the creative process, adapted and developed during the years of experience in pre-university educational environment, and refined throughout the research activity carried out in the university environment.
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Giordano, Keri, Steven LoCascio, and Rafael Inoa. "Special Education Placement: An Interdisciplinary Case Study." Journal of Cases in Educational Leadership 22, no. 2 (April 25, 2019): 14–25. http://dx.doi.org/10.1177/1555458919828422.

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This case is designed to help school leaders develop skills needed to work with interdisciplinary groups while demonstrating the complex issues faced while considering the special education needs of students. The case further examines a child study team meeting from the lens of different participants, including the principal, teacher, school psychologist, parents, and consulting psychologist. Although initially designed as an interdisciplinary lesson, with students from various programs taking on the roles, the case can also be used exclusively with educational leaders, with leaders role-playing the parts. Roles can also be adjusted and/or eliminated as needed to accommodate other disciplines.
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V. Vardanyan, Y., L. V. Vardanyan, N. А. Vdovina, N. P. Kondratyeva, S. V. Sergunina, and O. V. Fadeeva. "Characteristics of Monitoring of Practice-Oriented Competences of Future Educational Psychologist in Russian University." International Journal of Engineering & Technology 7, no. 4.38 (December 3, 2018): 607. http://dx.doi.org/10.14419/ijet.v7i4.38.24632.

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Introduction. The paper rationalizes the urgency of creating a modern university monitoring model which analyses the development of practice-oriented competences of a future educational psychologist. The construction of practice-oriented competences on an interdisciplinary competence basis is fast becoming a key instrument in education. Of much importance is the strategy when the integrated organization of comprehensive monitoring procedures emerges from scientific and methodological resources. The review of modern ideas plays a pivotal role in our research. We describe the modern university monitoring model as a system of assessment and control procedures ensuring the psychic professional and personal developments of future educational psychologist. Practice-oriented competences play a critical role in future effective professional activity. The purpose of the paper is to characterize the structure and content of the practice-oriented competences of future educational psychologist, to justify and reveal the model of monitoring competences’ development with the help of the example of a Russian university.Materials and methods. Data were collected using the monitoring models that function in modern practices of Russian universities. The study began with the qualitative review of specific scientific literature devoted to the problem of practice-oriented competences of educational psychologist. The main method is analytical description. We rated various experiences of assessing the competences’ development describing the design of their structure and content, as well as justifying the model of their monitoring in Russian universities.Results. In our research we provide much suggestive evidence to substantiate the list of practice-oriented competences of future educational psychologist. Our interesting findings are the structure and the content of the competences under analysis. The most meaningful finding is a modern theoretical monitoring model which is critical for an insightful analysis of practice-oriented competences, as well as the scientific and methodological resources of its implementation in Russian universities. One of the most significant achievements to emerge from the study is the set of evaluation tools and monitoring procedures which ensures its successful approbation in one of Russian universities.Discussion. Multiple analysis revealed that the adequacy of assessing practice-oriented competences of the future educational psychologist emerges from a set of sufficient evaluation tools. The present study identified that the monitoring procedures allow to describe step-by-step the state of the competencies under analysis, as well as their dynamics. Overall, the study strengthens the idea of improving the monitoring system of practice-oriented competences’ development in Russian universities. The study also outlines the prospects of the monitoring system’s implementation.Conclusion. The following conclusions can be drawn from the present study. To prepare skilled educational psychologist with high professional qualification it is critical to develop the set of tasks to identify the list of practice-oriented competences. The structure and content of the tasks, as well as the development of assessment tools play a crucial role in a stage-by-stage application of monitoring procedures in Russian universities. The findings will be of interest for professionals who are open to innovation and development.
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Cuskelly, Monica, and Lisa Gordon. "Educational psychology: Establishing a role." Australian Educational and Developmental Psychologist 15, no. 2 (December 1998): 62–73. http://dx.doi.org/10.1017/s0816512200027942.

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AbstractAccording to Farrell and Lunt (1995), educational psychology is in danger of becoming a second class profession in applied psychology. Controversies about the role and training of educational psychologists need urgent attention for the profession to prosper. A clear view of roles that educational psychologists are expected to fill and of roles that are best filled by educational psychologists will improve the content and nature of training programs. Graduate training programs are likely to be where change is either resisted or nurtured. Six issues facing educational psychologists in Australia and ways that training programs may contribute to their resolution are canvassed.
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NAGIMZHANOVA, K. M., L. BAIMANOVA, S. Sh MAGAVIN, B. Zh ADZHIBAEVA, and M. S. BETKENOVA. "BASIS OF PSYCHOLOGICAL AND PROFESSIONAL PERSONALITY DEVELOPMENT OF FUTURE EDUCATIONAL PSYCHOLOGISTS." Periódico Tchê Química 16, no. 33 (March 20, 2019): 351–68. http://dx.doi.org/10.52571/ptq.v16.n33.2019.366_periodico33_pgs_351_368.pdf.

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Changes in the system of higher professional education that are currently taking place are associated with the search and creation of psychological and pedagogical conditions for the formation of general and professional competencies that allow future specialists to realize their personal and creative potential. Therefore, the main objective of the paper was to analyze the basics of the psychological and professional personality development of future teachers-psychologists. To achieve this objective, the authors employed the analysis method, subject-activity, and personality-oriented methodological approaches. It was established that the physiological and professional development of educational psychologists, especially in the early stages, plays a decisive role in laying the foundations for the welfare of the community. It was determined that to solve psychological problems (of adults and children), practitioners require in-depth knowledge of the discipline, the application of creative skills. The becoming of a teacher-psychologist continues throughout their entire professional career. The university lays the foundation for professionally significant and personal qualities of a specialist, which subsequently ensure the professional becoming of the personality in the process of psychological and pedagogical activity. Based on the graphic data, the authors established the features of the development of the main components and their relationship in the structure of personal readiness. The presented research will contribute to the maturation of personal readiness for the professional activities of future teachers-psychologists.
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Finlay, Ann, Johanna Mejia, and Trudy Ricketts. "From Problem to Solution: Working Together to Make a Difference." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 63–86. http://dx.doi.org/10.1375/aedp.26.1.63.

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AbstractIn line with current research into changes in service delivery models, educational psychologists from Catholic Education, Parramatta, initiated a pilot project in 2005, to trial a solution-focused, consultative model of service delivery to schools. Three primary and two secondary systemic schools across Western Sydney participated in the project, the focus being firstly, changes in service delivery by educational psychologists from individual casework to solution-focused consultation, and secondly, the professional development of teachers. The intent was to encourage collaboration between special education and classroom teachers; to encourage a shift in their thinking and practice from problem to solution; and to improve their identification, assessment and intervention skills. At the same time the educational psychologists implemented a solution-focused, consultative model of service delivery, referral package and student learning profile. Independent consultants used a mixed methodology to evaluate the efficacy of the project. Findings from both qualitative and quantitative data revealed support from the participants for the consultative model in its ability to provide a more effective service for students with special needs and a comprehensive framework for empowering and developing their teachers. The role of the educational psychologist as a partner in the education process at the school level was considerably enhanced.
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Samkova, I. A. "Development of a Psychological Support System in Preschool Education." Вестник практической психологии образования 17, no. 1 (2020): 59–69. http://dx.doi.org/10.17759/bppe.2020170107.

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Changes in modern preschool education raise the question of the role and place of the teacher-psychologist in the preschool educational organization, of the place and significance of the psychological service as a whole in the system of preschool education. The article provides a brief overview of the historical background of the formation of the psychological education service; its general characteristic is given and the specifics of the psychological service in the preschool educational organization are highlighted. The concept of psychological support in the educational process is disclosed, as well as the currently existing models for organizing the activities of a teacher-psychologist in kindergarten are described. The article also highlights the main problems of the preschool psychological education service and outlines possible solutions.
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ALVES, Adaradandara André, and Dalva Alice Rocha MOL. "CONTRIBUIÇÕES DA PSICOLOGIA ESCOLAR PARA AS PRÁTICAS INCLUSIVAS." UNIFUNEC CIÊNCIAS DA SAÚDE E BIOLÓGICAS 4, no. 7 (June 11, 2021): 1–8. http://dx.doi.org/10.24980/ucsb.v4i7.5187.

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A educação inclusiva tem foco na cidadania, em que o processo amplia a participação de todos os estudantes nos estabelecimentos de ensino regular. A prática inclusiva propõe-se receber todas as pessoas, sem restrições dentro do ambiente escolar, independentemente da sua condição física e/ou psicológica, pois todos têm o direito de ter acesso ao sistema de ensino. O trabalho do psicólogo escolar é preparar os profissionais envolvidos, oferecer apoio familiar e suporte à comunidade discente. O artigo teve como objetivo apresentar as contribuições do psicólogo no processo de inclusão escolar. A metodologia utilizada foi a revisão integrativa, com base em artigos publicados entre 2009 e 2019, realizada na Biblioteca Virtual em Saúde (BVS). Assim, os resultados apontam a contribuição do psicólogo no processo de inclusão escolar e indicam as dificuldades encontradas. O psicólogo escolar atua como agente transformador que, através de seus conhecimentos, possibilita a promoção de ações interventivas de respeito às diferenças. Concluiu-se que as contribuições do psicólogo escolar no processo de inclusão dependem do seu embasamento teórico e de um ambiente escolar que permita que o profissional faça suas intervenções, buscando a valorização das potencialidades do indivíduo e a diminuição dos riscos do fracasso na escola. EDUCATIONAL PSYCHOLOGY CONTRIBUTIONS TO INCLUSIVE LEARNING ABSTRACT Inclusive education focuses on citizenship in which the process expands the participation of all students from mainstream educational institutions. Inclusive learning proposes to welcome all people, with no restrictions in the school environment, regardless of their physical and/or psychological condition, since everyone has the right to be granted access to the education system. The role of the educational psychologist is to prepare the professionals involved, and provide support for either the families or the student’s community. This paper aims at presenting the psychologist’s contributions to the inclusive learning process. It is an integrative review, based on articles published between 2009 and 2019, at the Virtual Health Library (VHL). Thus, the results validated the contribution of the psychologist to the process of inclusive learning and indicated the difficulties encountered. The educational psychologist acts as a transformative agent that, through his knowledge, promotes interventional actions regarding their differences. It was concluded that the contributions of the educational psychologist to the inclusive process depends on their theoretical background and a school environment where their interventions are warranted, pursuing the appreciation of the individual’s potential, and reducing their risk of failure at school. Descriptors: School. Inclusion. Educational Psychology.
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Osborne, Cara, Roger Norgate, and Maria Traill. "The Role of the Educational Psychologist in Multidisciplinary Work Relating to Fostering and Adoption." Adoption & Fostering 33, no. 2 (July 2009): 13–25. http://dx.doi.org/10.1177/030857590903300203.

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Rosen (Udovenko), M. V. "Psychologist of personality development in the system of developmental learning of the D.B. Elkonin and V.V. Davydov." Fundamental and applied researches in practice of leading scientific schools 27, no. 3 (June 29, 2018): 176–82. http://dx.doi.org/10.33531/farplss.2018.3.20.

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This theoretical and bibliographic work aims to discuss the Psychology of personality development in the System of Developing Education of D.B. Elkonin and V.V. Davydov. This system outlines the problem of the perception of the concept of development in society, the lack of a common understanding of what a person is, its functions, essential characteristics and stages of personality development in different areas of psychology. The reasons for the emergence of a tendency aimed at the early development of a child in society are analysed. A brief description of the personality theory of A.K. Dusavitsky and G.K. Seredais also provided. A brief analysis of the history of the concept of developing learning is also given. The article describes the vision of the role and place of a developmental psychologist in education, based on the author's 20 years of experience as a practical psychologist in education. This vision is based on the ideas of L.S. Vygotsky, the provisions of the activity approach in psychology. This vision is reduced to the following points: 1. The psychology of personality development arises when social and\or educational environment demand for the child's personality development. The System of Developing Education of D.B. Elkonin and V.V. Davydovis initially aimed at forming the subject's position of the student and perceives the child as an integral personality. 2. The main task of a psychologist of personality development is psychological and pedagogical support of the educational process. The support is carried out in various forms and advice. The advice is related to participants in the educational process: teachers, children, parents and school administration. The methods are chosen depending on the tasks: reflection regarding the educational process, monitoring of the development of the personality at different age stages, examination of the educational process from the point of view of personal development, joint design of the developing environment, seminars and training aimed at solving various development problems and so on. 3. Requirements for the professionalism of the developmental psychologist in the first place is the ability to perceive the child holistically. The developmental psychologist helps all participants of the educational process to reformulate emerging problems into development tasks at each age stage. 4. Psychological and pedagogical support of the educational process is carried out according to the plan, and each form of work is tied to the stage of the educational process. 5. The psychologist concludes that the development of the child in the presence of their problems is age-appropriate. The main task of the developmental psychologist is to correctly and regularly monitor training activities and personal development according to a certain algorithm. 6. The psychologist of personality development, along with the functions described above, performs the function of organizing a dialogue or moderating a discussion between all participants in the learning process.
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Reynolds, Michael, and Henry L. Janzen. "Personal Constructs in School Psychology." School Psychology International 8, no. 1 (January 1987): 11–20. http://dx.doi.org/10.1177/014303438700800102.

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George Kelly's personal construct theory and Rep Grid technique was followed to analyse perceptions of some aspects of the role of psychologist in the schools. Differences in role subsystems for ‘trainees’ and ‘experts’ were examined in the light of personal construct corollaries. Subjects were 23 ‘trainees’ and 15 ‘experts’. Investigation of the results indicated tentative support for the existence of a specific subsystem for the role of psychologist in the schools. Subjects who had previous work experience were able to make more extreme and consistent characterizations than their inexperienced counterparts. More agreement was evident for both groups when role descriptions contained a positive aspect.
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Wilks, Ray. "A Consultation and Training Role for the Behaviourally Oriented Educational Psychologist in School Settings: A Clinical Note." Behaviour Change 11, no. 2 (June 1994): 121–25. http://dx.doi.org/10.1017/s0813483900004630.

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A 1981 national survey of 335 American educational psychologists found psychological/educational assessment and consultation with teachers and parents are the two most frequently engaged in activities of school psychologists. A behavioural approach to these two activities is considered in the literature to be more effective than a number of other approaches and practices. This clinical note describes a behavioural consultation and training role for educational psychologists which was applied to the issue of improving the reading skills of 12 integrated primary school children. The behavioural consultation involved four phases: problem identification, problem analysis, intervention, and evaluation. Results of the consultation and training indicated a substantial increase in the number of books read, letter-sound knowledge, sight vocabulary, and passage comprehension of the 12 integrated children. Informal assessment of teacher satisfaction with this approach to consultation and training was found to be very positive.
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Woods, Mary C., and John R. Burns. "School Camp Refusal and Reluctance: The Role of the School Psychologist." Journal of Psychologists and Counsellors in Schools 28, no. 2 (July 10, 2018): 235–47. http://dx.doi.org/10.1017/jgc.2018.11.

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Attendance at overnight school camp is an integral component of the Australian educational landscape. However, some students are reluctant to attend camp, while others refuse to attend at all. School psychologists play an important part in supporting these students and their families, and teachers. While much is published about general school refusal, there is surprisingly little attention given to the specific management of school camp refusal and reluctance. This article summarises the contribution of the related theoretical areas of childhood anxiety, school refusal, and homesickness. It then outlines, through a case study example, a management approach for school psychologists, from presentation of the problem to assessment, through to informed intervention, including a suite of strategies to support the student, parents and teachers, who have duty of care during camps.
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Roe, Robert A. "What Makes a Competent Psychologist?" European Psychologist 7, no. 3 (September 2002): 192–202. http://dx.doi.org/10.1027//1016-9040.7.3.192.

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In developing European standards for the psychological profession, two main approaches to the definition of professional competence have been proposed. One focuses on the roles and functions psychologists should be able to perform (output model), the other on the educational curricula that should be followed in order to become a psychologist (input model). This article starts with a discussion of both approaches, which leads to the conclusion that neither of them offers a sufficient base for setting adequate professional standards. Next a comprehensive model of occupational competence is presented which comprises both input and output factors. It is indicated how this model can be utilized in defining competence profiles for the psychological specialties, as well as in developing and maintaining competence. Issues covered include: student selection, academic curriculum design, initial professional training, continued professional training, institutional and individual accreditation, and quality assurance.
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Topping, Keith, and Fraser Lauchlan. "Educational Psychologists as Researchers." Australian Educational and Developmental Psychologist 30, no. 1 (June 19, 2013): 74–83. http://dx.doi.org/10.1017/edp.2013.8.

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The role of educational (school) psychologists around the world is often debated, and usually involves the discussion of many key functions. Traditionally, the role has focused on the importance of cognitive assessment; however, increasingly this role is gradually being marginalised in favour of other more generic and systemic activities, such as research. This article will outline the importance of research in the role of educational psychologists, and will consider how this role can be fostered across the profession in order to meet the demands of the educational marketplace, thus ensuring that the profession of educational psychology will survive well into the 21st century. Implications for the organisation of psychological services are also discussed, as well as implications for the training of educational psychologists.
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Ramaeker, Joey, and Trent A. Petrie. "Athletic Trainers’ Perspectives on Sport Psychology: Professional Roles, Training, and Referrals." Sport Psychologist 29, no. 3 (September 2015): 278–87. http://dx.doi.org/10.1123/tsp.2014-0079.

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We explored athletic trainers’ (ATs) beliefs regarding the roles of fellow ATs and sport psychologists (SPs) when working with athletes, and assessed where ATs’ typically refer athletes with psychological concerns. ATs’ beliefs and referral preferences across three hypothetical sport performance scenarios also were evaluated. ATs viewed aiding athletes’ psychological recovery from injury as their most acceptable role followed by teaching mental skills and counseling regarding personal issues. ATs rated SPs’ roles similarly. Regarding the scenarios, ATs were most likely to refer to a SP when performance was affected by mental factors. Considering performance difficulties attributed to interpersonal concerns, ATs were most likely to refer to a counselor. When recovering from physical injury, ATs viewed referring to a sport psychologist and assisting on their own as equally viable options. ATs’ views regarding their roles and referral preferences likely reflect educational and clinical experiences. Collaboration between athletic training and sport psychology professional organizations and individual professionals is warranted to enhance athlete care.
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Petrulytė, Ala. "Education Psychologist Priorities in Inclusive Education Context." Pedagogika 118, no. 2 (June 10, 2015): 88–98. http://dx.doi.org/10.15823/p.2015.07.

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One of the most important European Union strategies is development and growth with a help of education, because investment in education is justified economically. Psychologists who work within an education system play an important role. In this article we describe the priorities of psychologists in education. Important priorities of a school psychologist today are: inclusive education conditions and mental health and well-being of a child. Inclusive education is a form of education, when using the curriculum, with different teaching methods and assistance, created optimal learning environment for children needs and skills. Inclusive education improves psychological well-being of a child. We present the findings of child’s psychological well-being strengthening, and psychological support in an inclusive education environment: to provide tools of improvement of mental health and learning environment; to monitor the learning conditions and factors, and predict their impact on a child’s psychological well-being; to develop a portfolio of intervention tools on an individual and institutional level of education; to perform evaluative research that evaluates an efficiency of various positive intervention. There is also important cooperation between psychologists, teachers and others specialists.
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de Jong, Terry. "The Role of the School Psychologist in Developing a Health-Promoting School." School Psychology International 21, no. 4 (November 2000): 339–57. http://dx.doi.org/10.1177/0143034300214001.

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Chuiko, O. "PROBLEMS AND PROSPECTS FOR THE DEVELOPMENT OF PSYCHOLOGICAL SERVICE IN SCHOOL." Bulletin of Taras Shevchenko National University of Kyiv. Social work, no. 3 (2018): 48–53. http://dx.doi.org/10.17721/2616-7786.2018/3-1/11.

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The article presents an analysis of the research conducted among students of the faculty of psychology. The purpose is to study the place and role of the psychological service of the school (school psychologist) in the overall process of educational socialization of yesterday's schoolchildren. The study involved 123 students. The geography of the schools where the respondents studied were extremely wide – from Kyiv to the small village of Novosilki (Kyiv, Poltava, Odessa, Khmelnytsky, Vinnytsia, Chernigov, Kropivnitsky, Cherkasy, Lugansk, Sumy, Belaya Tserkov, Kalush, Kremenchuk, Mariupol, Yanchenko-Podilsky, Ostrog, Pokrovsk, Hrebinka, Chervonograd, Zelenodolsk, Melnitsa-Podilsky, Terka and others). They were offered a questionnaire containing 10 questions, as well as a projective picture. The results show that the school psychologist takes most of the time to test (without legalizing goals and testing results). Often meetings with a psychologist are related to the issue of professional orientation, the choice of profession, diagnosis of professional abilities. The term "consultation" is not actually mentioned by the students. In 10.4 % of respondents, negative emotions associated with a psychologist have been preserved, in particular, it indicates unprofessional actions: violation of confidentiality, moral pressure, humiliation against classmates. Lack of real interaction between students and a psychologist, more often it is formal. The students noticed that the psychologist had never had contact with parents, and 5 persons received professional out-of-school psychological assistance. Among the functions that were not specific to the psychologist was the replacement of the lessons of other teachers, the organization of holidays, or even in general. The psychologist at school has no autonomy, the subject of activity is "dissolved" in pedagogical activity, the functions and role that he performs negatively affects his professional identity. The obtained results give grounds to assert the necessity Modernization of the system of school psychological service taking into account transformational changes in the school environment today.
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Tkachuk, Maryna. "Dmytro Pospiekhov: Philosopher, Psychologist, Theologist (to the 200th Anniversary)." NaUKMA Research Papers in Philosophy and Religious Studies 7 (August 3, 2021): 3–16. http://dx.doi.org/10.18523/2617-1678.2021.7.3-16.

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The article dedicated to the 200th anniversary of Dmytro Vasyliovych Pospiekhov (1821–1899), a philosopher, psychologist, theologian and translator, for the first time in the scientific literature, highlights the milestones of his academic biography and more than 50 years (1845–1899) of professor’s tenure at the Department of Philosophy of Kyiv Theological Academy. Based on the analysis of a significant array of printed sources and archival documents, memories of colleagues and students of Dmytro Pospiekhov, the content and specifics of his educational, administrative, editorial and publishing, translation activities at the Academy were revealed for the first time; his important role in the training of professional philosophers, the development of philosophical education and the spread of philosophical knowledge in the East Slavic territories was proven. Paying special attention to Dmytro Pospiekhov’s methods of teaching of philosophical disciplines, the author emphasizes his lecturing methodology, innovative for the theological academies of the time, as well as the heuristic, religious, educational, and moral impact on the students. A special emphasis is placed on Dmytro Pospiekhov’s scientific and editorial activities, his biographical and bibliographic studies, his role in the preservation and studying of the heritage of prominent philosophers and theologians of Kyiv Theological Academy of the 1820s‒1840s: Archpriest Ivan Skvortsov (1795‒1863), Archimandrite Theophanes (Petro Avseniev, 1810‒1852), Sylvestr Hohotskyi (1813‒1889). Analyzing Dmytro Pospiekhov’s printed works for the first time, the author reveals the content and significance of his theological and philosophical study of the Book of Wisdom, which emphasizes the direct connection of this Judaic source to the philosophical teachings of Philo of Alexandria, Plato, and the Stoics. The author also draws attention to the significant research potential of Dmytro Pospiekhov’s manuscript heritage, linking it with the study of the prospects of determining his role in the development of psychological science in theological academies and the expansion of modern scientific ideas about the content and specifics of teaching of philosophical disciplines in Kyiv of the second half of the 19th Century.
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Suzuki, Lisa A., Tiffany A. O’Shaughnessy, Gargi Roysircar, Joseph G. Ponterotto, and Robert T. Carter. "Counseling Psychology and the Amelioration of Oppression: Translating Our Knowledge Into Action." Counseling Psychologist 47, no. 6 (August 2019): 826–72. http://dx.doi.org/10.1177/0011000019888763.

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In the new millennium, counseling psychologists have answered the call to address oppression related to intersectional identities. We have played a major role in the development of practice guidelines and policies, as well as in the application of ethical principles in cultural contexts. The Counseling Psychologist has served to disseminate information addressing needs and interventions for diverse communities. In this article, we review the history and impact of our efforts to ameliorate oppression. The pressing challenges of economic and educational disparities are highlighted along with how counseling psychologists are uniquely situated to meet the needs of the underserved. Our research, training, and practice are anchored in methodological pluralism, global helping paradigms, participatory engagement, and the promotion of liberation and radical healing. We offer recommendations to deconstruct current models and reconstruct a decolonized approach, embrace interdisciplinary collaboration to fight cultural encapsulation, strengthen prevention and advocacy, train a culturally diverse workforce, and prioritize intersectional research.
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Lee, Katherine, and Kevin Woods. "Exploration of the developing role of the educational psychologist within the context of “traded” psychological services." Educational Psychology in Practice 33, no. 2 (January 3, 2017): 111–25. http://dx.doi.org/10.1080/02667363.2016.1258545.

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Akhmetkarimova, K. S., and R. Sh Abitaeva. "TO THE QUESTION OF PROFESSIONAL RETRAINING OF TEACHERS-ASSISTANTS FOR PRESCHOOL INSTITUTIONS OF A GENERAL TYPE AT THE UNIVERSITY." BULLETIN Series of Pedagogical Sciences 67, no. 3 (September 30, 2020): 97–105. http://dx.doi.org/10.51889/2020-3.1728-5496.13.

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The article raises the question of the need to retrain teachers of preschool organizations for the new position of a teacher-assistant. The reasons for the improper performance of official duties in working with children with special educational needs are noted. The need to retrain applicants for the position of a teacherpsychologist from educators-practitioners in a university is justified by the introduction of recent changes in the qualification characteristics of the positions of teachers and persons equated to them. Attention is drawn to the fact that most of the teachers of preschool institutions in Zhezkazgan are not ready to work with children with special educational needs. For systematic work with teachers and children, this category needs a trained teacher-psychologist. The emphasis is on the fact that in the context of the implementation of new standards of preschool education, the readiness and ability of the teacher-assistant to work with children should be the norm. The preliminary results of the study of the readiness of applicants to work with preschoolers with special educational needs both during the course period of retraining at the university and in the post-course period are presented. The role of the department in further joint work with preschool institutions in the retraining of educational psychologists is revealed.
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Albritton, Kizzy, Rachel E. Mathews, and Sara G. Boyle. "Is the Role of the School Psychologist in Early Childhood Truly Expanding? A National Survey Examining School Psychologists' Practices and Training Experiences." Journal of Applied School Psychology 35, no. 1 (May 7, 2018): 1–19. http://dx.doi.org/10.1080/15377903.2018.1462280.

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Boyle, Christopher, and Fraser Lauchlan. "Applied psychology and the case for individual casework: some reflections on the role of the educational psychologist." Educational Psychology in Practice 25, no. 1 (March 2009): 71–84. http://dx.doi.org/10.1080/02667360802697639.

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Campbell, Jessica, Deborah Theodoros, Trevor Russell, Nicole Hartley, and Nicole Gillespie. "Role and process change and satisfaction with an educational and developmental psychologist telehealth service for rural children." Educational and Developmental Psychologist 38, no. 1 (January 2, 2021): 143–57. http://dx.doi.org/10.1080/20590776.2021.1915097.

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Aprotosoaie-Iftimi, Ana-Maria. "Proposals Regarding Work Strategies in Plastic Visual Activities III. Developing The Creative Behavior." Review of Artistic Education 18, no. 1 (March 1, 2019): 241–45. http://dx.doi.org/10.2478/rae-2019-0026.

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Abstract Contemporary psychologist Didier Anzieu249 speaks of five phases of the process of creation: creative emotion, gaining consciousness, transposition, elaboration, and exposure. Each of the five phases has a correspondent in the stages of development of visual-plastic educational activities, and the role of the teacher is essential in each of them. Starting from the five phases, we propose an approach pattern to the creative process, adapted and developed during the years of experience in pre-university educational environment, and refined throughout the research activity carried out in the university environment.
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