TitlePrincipals' attitudes about school psychological services
NameGreene, Laura Lynn (author), Forman, Susan (chair), Gantwerk, Lewis (internal member), Rutgers University, Graduate School of Applied and Professional Psychology,
SubjectElementary school principals--New Jersey--Attitudes,
Elementary school principals--Interviews,
School psychologists--New Jersey,
School psychology--New Jersey
DescriptionThe literature in the field of school psychology suggests that the role of the school psychologist has been primarily as a person who conducts assessments for the special education population but that school psychologists desire to be engaged in additional services, such as prevention and direct intervention. Influences on the role of school psychologist may include: perceptions of consumer groups, the power and influence of the school principal and special education legislation. A qualitative study was conducted to obtain the perceptions of principals, as an individual consumer group, about current and desired school psychological services, as well as potential barriers to expanding the role. Semi-structured interviews were conducted with ten elementary school principals in Central/Northern New Jersey and the data were analyzed using Interpretative Phenomenological Analysis and Classical Content Analysis. Results suggested that principals perceived assessment to be the primary activity of the school psychologist and that many school psychologists were also involved in consultative activities, or served as a resource to staff and families. Most of the principals in this study expressed a desire for additional services, such as providing training to parents and staff, as well as having the school psychologist have more direct contact with students. The envisioned role was also seen as preventative rather than reactive with increased flexibility and increased visibility in the school. The perceived barriers to expanding the role of the school psychologist that were reported were time and financial constraints, as well as legislation. Principals in this study did not view themselves as being a critical influence in defining the role of the school psychologist. They suggested that school psychologists make a plan and approach the administration with recommendations of how to expand their services in the iii school. In order to facilitate this, training programs could place a greater emphasis on preparing school psychologists for the role of providing training and psycho-education, as well as preparing them for collaboration with administrators and other stakeholders in the school.
NoteIncludes bibliographical references (p. 100-105)
Noteby Laura Lynn Greene
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.