Community psychology in Thailand

Conclusion It appears that, though the medical model will predominate in the health field for a long time to come, community psychology is slowly taking shape and laying down its foundation in Thailand. Increasing numbers of health professionals are becoming aware of the paradigm shift and the limitations of the conventional approach.With gradually accumulated experiences and more formal training, which Thai psychologists will be able to avail themselves of in the future, the results should be a better quality of community programs, with more systematic evaluation, and better research. The goal would be to develop innovations utilizing existing resources within the unique Thai culture and environment. With such progress, Thai community psychologists will be able to improve their status from the present auxiliary role to equal partnership and move into much better positions to make significant contributions in the field of community psychology.     

School psychology in Australia

The status of school psychology in Australia is reviewed. Information is presented on the education system, the role of the school psychologist, historical development, special problems, contributions, and future trends in Australian school psychology.     

School psychology in Brazil

The purpose of this study was to review the status of school psychology in Brazil. Information about the system of education, school psychology-related training programs, types of services rendered, and the major problems that are encountered are described. Future trends as well as the anticipated needs of the profession are also discussed.     

School psychology in Ghana

The nature of school psychology programs and practices in Ghana are described, beginning with the historical development of these practices during the period 1529–1971. Information on the years 1972–1979, based on the author's clinical experiences and research as well as a review of the relevant literature, serves as the basis for a comparative analysis of past and contemporary school psychology practices. Particular emphasis has been placed on students' mental health, the roles of pastoral (church-connected) counselors, and the nontraditional roles of classroom teachers. Discussion includes an examination of the system of school administration, professional education of teachers and psychologists, and the services they provide.     

School psychology in Greece

Education always has been very important to the development, maintenance and transmission of the Greek culture. In contrast, psychology has held a marginal place in the Greek society. The present article briefly reviews the present general educational system in Greece at all levels and describes special education services. Greece lacks academic and professional training in psychology; thus, Greek psychologists come from a variety of backgrounds. Although school psychology has not yet found its proper place in the Greek educational and professional structures, these are several indications that this is changing. The major problems that the field of psychology is currently facing are also described. Finally, the emerging trends in the field are delineated and recommendations for the alleviation of the problems are presented.     

School psychology in Scotland

The development of educational psychology in Scotland has proceeded for 60 years from small beginnings in Glasgow to the provision of a psychological service covering the whole country. It comes from the belief in a well-trained teaching profession with a commitment to a public educational system for all children. The service aims to provide a psychological input to all children from birth to age 19. Legislation has given the psychological service a central role in the assessment of children who may have special educational needs and in the monitoring of the special education provided for those children. Training is shared at postgraduate level between services and the universities, with in-service training seen as the responsibility of services. The focus of work is moving from individual assessment and treatment to the consideration of social pressures and the offer of a consultation service to the educational systems.     

School psychology in Lebanon

The purpose of this report is to review the status of school psychology in Lebanon. Information regarding the Lebanese system of education, school psychology services, administration, training facilities, school psychology's contributions to the society, and the problems that is faces is presented, as well as a plan for future development of the field.     

School psychology in Saudi Arabia

The status of school psychology in Saudi Arabia is reviewed. The rapidity of social change in Saudi Arabia is described, along with the Saudi system of education, school psychology services, administration, training facilities, and school psychology's contributions to Saudi society. A plan for the future development of the field is presented, as are the challenges confronting psychologists in the Muslim world.     

School psychology in the Republic of Ireland

This report considers the practice of school psychology in the Republic of Ireland. Information about the system of education, scope of school psychology services, administration, and training programs of school counseling is presented. A detailed account of the problems that the profession faces as well as the expected future developments are discussed.     

School psychology: Failure and promise

School psychology can offer the practitioner a multitude of opportunities to aid parents, teachers, and children in the educational process. Evidence of the contribution of school psychology to the educational enterprise can be found in the analysis of activities of school psychologists as well as program trainers. This is an account of one such odyssey. Observing that school psychology is showing signs of strain and stress, the author describes some of the issues facing the field and warns of consequences of lack of consensus in solving the many problems of school support services.     

School psychology: An autobiographical fragment

This paper describes some of the dramatic changes that have transformed the field of school psychology over the last 40 years, a period during which the author was part of that field. The most important change was from the restricted and stultifying role of “Binet Tester” to one encompassing the culture of the school setting and its relationship to the community. These changes have been slow but steady. Many obstacles - professional preciousness, protection of turf, conceptual narrowness, an American psychology riveted on the individual - had to be overcome. The battle is far from won. These obstacles and changes are illustrated by events and programs of which the author was a part. A basic remaining problem is how to define and redefine the human resources that will meet more productively the needs of our educational system.     

School psychology in the Federal Republic of Germany

Reviews of the origins and evaluation of the present status of school psychology in the Federal Republic of Germany reveals the current system to be rooted in the strict separation of school tracks. However, the system has been evolving into a more flexible organizational structure in recent years. In addition to roles and functions, the administration, training, relationships with other professions, and future trends in school psychology are discussed.     

School psychology: Reminiscences of earlier times

This article is an account of the variety of early vocational experiences which contributed to a career in school psychology. It provides a practitioner's view of activities and responsibilities and their implications for training and the future.     

School psychology: Its educational and societal connections

School psychology can be viewed either as a pragmatic response to the pressing and immediate needs of the schools ore as an outgrowth of ideological and technological forces in society. This paper argues that beliefs more than needs shaped the history of the profession. School psychology emereged because professional educators held psychological beliefs (and because a psychological testing technology was available to turn those beliefs into practice). Thus, adherence to psychological and developmental principles made age-grading and appropriate response to the sudden influx of large numbers of new students into the schools, and the acceptance of child-centered educational theories led logically to the study of individual children's needs, especially of those who were atypical. Both educators and psychologists subscribed, at least in principle, to the mainstream social ideology of individualism. School psychology became a means for translating such national values (e.g., individualism) and educational principles (e.g., individualized instruction) into school practice.     

School psychology in the USA: Reminiscences of its origin

As an example of the development of school psychology programs in the cities of the U.S., the early history of the Chicago Bureau of Child Study is described on the basis of personal involvement and prior records and literature. Program and services, requirements, and training are discussed. The early years of the Division of School Psychology of APA are covered in the reminiscences of a founding member and its 7th president, with memories of the outstanding women and men who headed school psychology programs in the cities of the nation in the 40s and who were leaders in Division 16. Theories and practices in general educational administration, especially decentralization, are shown to affect school psychology. Program differences in psychological services between cities, possibly greater in the early days than now, reflect the backgrounds and interests of their leaders. In international psychology, the dangers of exporting western techniques and concepts in ways that may do more harm than good are discussed, along with the too often overlooked values of importing ideas from overseas. Current issues are seen against the historical development of school psychology, with a plea for thorough historiographic research to amplify, document, and correct these and other personal memoirs.     

School psychology in the U.S.S.R.

Soviet psychologists perform various tasks and provide useful psychological services for pupils and educators. This article describes the general characteristics of education and the preparation and research of psychologists in the U.S.S.R. Also discussed are current practices and emerging trends relating to the establishment of school-based psychological services as well as future developments that may lead to the enhancement of the profession of school psychology in the Soviet Union.