The roles of the secondary school counselor and the secondary school psychologist as perceived by educators of counselors and by educators of school psychologists

This study has indicated that counselor educators and educators of school psychologists are substantially in agreement regarding their perceptions of the roles of guidance counselors and school psychologists in the secondary school. Functions which are perceived as being performed by both counselors and psychologists have been described. These may lead either to collaborative endeavor or role conflict. Basic counselor and school psychologist roles have been presented. The perceived role of the counselor is broad and extensive; the perceived role of the school psychologist appears narrow and intensive.     

Attitudes of school psychologists toward the role of the secondary school counselor

The responses of school psychologists concerning the secondary school counselor's role differ from those of counselor educators and counselors in many respects and seem to reflect a tendency toward role differentiation. In the actual school situation, the roles of these two groups overlap in some areas. The tendency of school psychologists was to emphasize activities of counselors which did not overlap with theirs and to define the counselor's role in these terms. If school counselors were polled concerning their attitudes toward the role of the school psychologist, it is probably that the same tendency toward role differentiation would be found.

These results point to the possibility that friction between these two groups may stem from difficulties in role perception. To improve communication, the unique contributions of both groups should be stressed. On the other hand, where activities overlap, it should not be assumed that the performance of such activities by one group excludes the other group from making a contribution in similar activities.     

National Study of School Psychologists’ Use of Evidence-Based Assessment in Autism Spectrum Disorder

This study aimed to better understand predictors of evidence-based assessment practices for autism spectrum disorder (ASD). Nationwide, 402 school psychologists were surveyed for their knowledge of and training and experience with ASD on assessment practices, including reported areas of training needs. The majority of school psychologists reported that they did not engage in comprehensive assessment of ASD, which was defined as assessments that consider all areas of development in addition to the use of ASD-specific instruments. Results from logistic regression revealed that experience and training, working with young children with ASD, and geographic location predicted use of evidence-based assessment practices. Experience and training with ASD was the strongest predictor of evidence-based assessment. No differences in training needs were indicated by school psychologists whose practices were consistent with evidence-based assessment and those whose practices were not. Overall, the results identified gaps between best and current practices by school psychologists and highlight areas of need for additional training and professional development.     

Test use and assessment practices of school psychologists in the United States: Findings from the 2017 National Survey

Although several studies have examined the specific instruments and procedures used by school psychologists when conducting comprehensive psychoeducational evaluations, the last one was published over 20 years ago (viz., Wilson & Reschly, 1996). Given the substantial theoretical and practical advances in assessment since then, the purpose of the current study was to examine the test use and assessment practices of contemporary school psychologists in the United States. Data from the 2017 National Survey of Assessment Practices in School Psychology revealed that test use and assessment practices have evolved significantly. Much of this change consists of the substitution of tests and practices with limited reliability and validity with those with greater psychometric support. Results of this study also indicate that school psychologists regularly conduct multi-method assessments to prevent, identify, monitor, and remediate child and adolescent learning difficulties and other presenting problems in the schools.     

Privileged Communication in Selected Helping Professions: A Comparison Among Statutes

The authors present findings of an examination and assessment of existing privileged communication statutes and rules of evidence in the 50 states and the District of Columbia for clients of selected helping professionals: psychologists, social workers, marriage and family therapists or counselors, school counselors, and licensed professional counselors. Data are reported regarding the extent to which each of these professional groups has succeeded in establishing that their clients' communications with them are entitled to legal privilege, the scope of privilege extended, and specified exceptions to privilege. The report concludes with implications and suggested guidelines for practice.     

Identifying emotional disturbance in children- the professionals differ

This study investigated perceptions of conduct and personality indicators of elementary school age children as perceived characteristics of emotional disturbance. The indicators were ranked by teachers, school counselors, school psychologists, clinical psychologists, and psychiatrists, using a Q-sort. It was found that teachers and school counselors did not distinguish between conduct and personality indicators, while the other remaining professional groups demonstrated a significant preference for the personality indicators as characterizing emotional disturbance.     

Duration-based measures of preference for vocational tasks

We compared results from two preference assessments with data on extended performance of vocational tasks by 4 participants with developmental disabilities. All participants engaged in one task exclusively when seven tasks were available concurrently during a 5-min multiple-stimulus assessment. By contrast, all participants exhibited high levels of engagement in most tasks when the tasks were presented singly for 5 min, and these data showed a high degree of correspondence with those obtained during extended (60-min) vocational assessments.     

Role function and job satisfaction of school psychologists practicing in an expanded role model

School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban school district were surveyed on their job roles and job satisfaction. The majority were satisfied or very satisfied with their jobs, particularly with engaging in activities that were of service to others and staying involved in a variety of job activities. School psychologists wanted to spend less time in assessment, multidisciplinary team meetings, and administrative duties. The discrepancy between the desired and actual amount of time spent in multidisciplinary meetings was negatively related to job satisfaction. Psychologists wanted to spend more time in direct and indirect intervention, professional development, and networking.     

Vocational Theories: Direction to Nowhere

There exists a literature about work that has been completely neglected by vocational psychologists and counselors. In this article the author discusses, in relation to vocational theory and career counseling, the implications of this literature, with its general conclusion that work for the great majority of people is not and never can be fulfilling.     

Sociometry: Rationale and Technique for Effecting Behavior Change in the Elementary School

Though sociometry has been used for some years in both educational, psychological, and military settings, it is the argument of this article that it should be used more by elementary counselors and school psychologists as a technique both to assess social desirability in students and as an interim criterion of behavior modification. The theoretical foundations of sociometry are found in both studies relating to the nature of perception and in more modern social learning theory. The suggestion is advanced that social desirability is related to motivation to achieve. Consequently, the assessment of the social climate of the classroom is a first step in introducing procedures designed to enhance the level of effective learning.     

Effect of role choice on vocational high school students

This study was an attempt to determine whether the role choice dimension of Holland's theory was applicable to vocational high school students. The results of the study indicate that students with a clear role choice have significantly higher mean achievement scores, are more satisfied with their training program and have a lower attrition rate than students with an unclear role choice. These results seem to suggest that school counselors should listen to what students say they want to do in their work role.     

School psychologists as perceived by school personnel: Support for a consultant model

Questionaires distributed by 12 school psychologists to school personnel with whom they had been consulting for six months were completed and returned by 73 teachers, counselors, and principals. The information provided by the respondents indicated the frequencies with which the school psychologists engaged in consulting and child study activities, the school personnel's evaluations of nine different school psychologist skills, and the preferences of the respondents for the different school psychologist functions in their schools. The data showed that: (1) school psychologists were doing more consulting than evaluations of individual children, (2) school personnel tended to perceive their psychologists as cooperative, knowledgeable, and skillful, though relatively inefficient and undependable, and (3) school personnel preferred consulting activities to psychometric activities. It was concluded that the consultant model had been shown to be operative and that it was more highly valued than the psychometric model by the consumers of psychological services.     

Current Vocational Assessment Models for Students With Disabilities

The author addresses the importance of vocational assessment for students with disabilities, discusses the legislative and governmental impetus for the development of vocational assessment programs in the schools, and presents several current vocational assessment models. The transdisciplinary vocational assessment model developed by the author, school-based models that have been developed in four states, and a traditional rehabilitation-based model are presented.     

At the Threshold of School: Parental Assessments of the Competencies of Their Preschool-Aged Children

The study set out to examine the organization of parental assessments of their children's competencies in terms of the parents' education and gender and the chilďs gender. Parents with university education ( N = 231) and vocational education ( N = 343) were asked to appraise their preschool-aged chilďs competencies in domains pertaining to school subjects and abilities. It was found that parents with university education emphasized cognitive-verbal competencies when assessing their children, and parents with vocational education emphasized practical competencies. Girls' competencies were generally assessed more favorably than were boy's. Yet boys were considered to have higher mathematical skills than were girls, and this assessment was further specified by the parents' educational position. In sum, the organization of parental assessments seemed to have already taken shape by the time the child enters school.     

Administrator Perceptions of Actual and Desired Time Spent by School Psychologists in Different Roles and Satisfaction with School Psychologists

Abstract

A total of 512 elementary and secondary administrators in Ohio were surveyed regarding their perceptions of the time spent by school psychologists in 15 role functions, the percentage of time they desired school psychologists to spend in these 15 roles, and their satisfaction with their school psychologist. Results indicated that administrators desired school psychologists to spend less time in assessment and administrative activities than they were perceived to be spending in these areas, and desired school psychologists to spend more time than they were perceived to be spending in all other roles surveyed. Six variables were found to be significant predictors of administrator satisfaction: discrepancy between actual and desired time spent administering and interpreting psychoeducational tests (negatively related), discrepancy between actual and desired time spent providing services to prevent student problems (negatively related), percentage of time spent working with parents and families (positively related), discrepancy between actual and desired time spent performing administrative duties (negatively related), discrepancy between actual and desired time spent conducting inservice activities (positively related), and discrepancy between actual and desired time spent counseling for career/vocational issues (negatively related). Results are discussed in terms of their implication for role expansion in school psychology.     

The impact of Federal rehabilitation laws on the expanding role of employee assistance programs in business and industry

Federal statutory and case law protecting the rights of individuals with disabilities has had a major impact in expanding the occupational options for mentally and physically impaired employees. One serendipitous result of these protections has been the expansion of job opportunities for psychologists in business and industry. This article examines important federal laws and regulations pertaining to the employment rights of the handicapped worker and emphasizes the intricacies involved for psychologists who work in the employee assistance field or who consult with management. The expansion of vocational options for psychologists working with business is traced, and future prospects for psychologists in this area are explored.     

“What's in a Name”—Attitudes Toward Disabled Persons

High school students' evaluations of labels or terms for 3 disabilities (amputation, mental retardation, and mental hospitalization) were compared with other high school students' evaluations of persons described in sketches as having one of the disabilities but functioning adequately. For each of the 3 comparisons, the person described in the sketch was more favorably evaluated. The variabilities of the labels “Amputees” and “Mentally Retarded” were greater than those of the respective persons described in the sketches. These findings suggest caution in generalizing from attitude studies in which labels or terms are used as the stimulus for disability. The more favorable evaluations of the sketched persons would have implications for counselors in describing persons with disabilities to others.     

Career Education for Adults With Mental Disabilities

This article provides an overview of assessment and counseling tools and strategies that may be used by employment counselors when working with adults who have mild and moderate mental disabilities.     

Roles of Counseling in Enabling Persons With Disabilities

The role of counseling in enabling students with disabilities has changed over the past 10 years. Other personnel in school settings now counsel students with disabilities, in addition to school and rehabilitation counselors. Evidence to support these contentions is described through a national survey. The specific roles of other counseling-related personnel are noted, and the primacy of transition issues is highlighted. Finally, there are implications for implementation of a collaborative consultation model in special education.     

Counselor,Social Worker,Psychologist: Let's “Ecumenicalize”

This paper examines the possibility of a closer relationship between the school counselor, the school psychologist, and the school social worker. It describes the background of each of the trio, then describes the various functions and the professional education of counselors, psychologists, and social workers. The various steps that might be taken to inaugurate an “ecumenical movement” between the three professional groups are then discussed. School counselors are described as being the logical individuals to take the initial steps in such a proposed movement, and the new functional title suggested for each of the three is “school counseling psychologist.”