The role of the school psychologist: Teachers' preferences as a function of personal and professional characteristics |
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Authors: | Julian D Ford Assistant Professor |
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Institution: | Department of Psychology Department of Psychology University of Delaware, Newark, Delaware 19711, USA De La Warr School District De La Warr School District, Wilmington, Delaware 19899, USA |
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Abstract: | Teachers were surveyed concerning the importance of 12 potential roles for school psychologists (e.g., counseling, case or program consultation, community liaison, psychodiagnostics). Results showed that direct and remedial services which did not require the school psychologist to intrude on the teacher's prerogatives were in general considered to be most important. However, teachers who reported using “open education” methods were significantly more likely to value more indirect, preventive, and collaborative school psychology services than their colleagues. Grade level taught, gender, experience, and teaching specialty had virtually no effect on respondents' ratings of the school psychologist roles. |
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Keywords: | Address reprint requests to Julian D Ford |
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