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Psychologists in the schools of Nebraska: Professional functions
Author(s) -
Cook Valerie J.,
Patterson James G.
Publication year - 1977
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(197707)14:3<371::aid-pits2310140320>3.0.co;2-e
Subject(s) - psychology , school psychology , ideal (ethics) , intervention (counseling) , scale (ratio) , medical education , function (biology) , applied psychology , medicine , psychiatry , philosophy , physics , epistemology , quantum mechanics , evolutionary biology , biology
A survey of practicing school psychologists in the state of Nebraska was conducted to gather facts and opinions across a broad spectrum of topics. This article is based on one section of that survey which was concerned with profesional functions of the school psychologist. Five functions of the school psychologist were explored: Assessment, Consultation, Evaluation, Administration, and Intervention. Respondents were asked to rate a number of subactivities under each of these five major functions on a five‐point scale in terms of importance. Each subactivity was rated from two Points of view: (a) the importance of the activity as the respordent perceived the ideal role of the school psychologist, and (b) the importance of the activity in the present job situation. Weekly time engaged in each subactivity was, recorded. Results indicate that Consultation was considered the most important function in both the hypothetical ideal situation and on the job, though a significantly greater amount of time was reported spent in Assessment.