Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
School psychologists;
Abstract
The professional role of the school psychologist has been studied for over thirty years. The school psychologist has traditionally spent the greatest percentage of professional time engaged in testing and assessment functions. Concerns have arisen as to the effectiveness of this traditional role. School psychologists, as well as other related professionals, have indicated a desire for a greater emphasis on the Consultation function within the ideal role of the school psychologist and a decrease in emphasis on the assessment functions. Difficulty in defining the role and function of the school psychologist was noted due to the inconsistent use of terminology. It appeared important for this study to identify the school psychologist's professional functions by specific activities which make up that function.
The purpose of this study was to determine the related professionals' perceptions of the role of the school psychologists in the State of Iowa and to compare the ideal and actual perceptions of this role from related Supervisors of Psychological Services, Directors of Special Education, and selected School Psychologists. The major job functions of Assessment and Consultation were closely studied in order to determine if significant discrepancies occurred between the ideal and actual perceptions of these functions as was the case in related studies.
Year of Submission
1985
Degree Name
Specialist in Education
Department
Department of Educational Psychology, Foundations, and Leadership Studies
Department
Department of Educational Psychology and Foundations
First Advisor
Lawrence L. Kavich
Date Original
1985
Object Description
1 PDF file (91 pages)
Copyright
©1985 David Arthur Curry
Language
en
File Format
application/pdf
Recommended Citation
Curry, David Arthur, "A Comparison of the Actual and Ideal Perceptions of the School Psychologist’s Role" (1985). Dissertations and Theses @ UNI. 1515.
https://scholarworks.uni.edu/etd/1515
Comments
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