校长对学校心理学家参与系统层面咨询的看法

IF 0.8 4区 心理学 Q4 PSYCHOLOGY, EDUCATIONAL
Leah M. Nellis, Brandon J. Wood
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引用次数: 1

摘要

系统级咨询是学校变革过程的重要组成部分,也是学校心理学家的职责所在。本文探讨了学校心理学家参与学校系统级咨询的因素。报告了一项对全国校长样本(N=646)进行的调查数据,重点关注校长对学校变革发生的背景以及学校心理学家参与的程度和性质的看法和做法。研究结果表明,校长们希望学校心理学家参与系统级活动,通常认为他们拥有所需的知识和技能,并认为自己的角色会影响这种参与。调查了预测校长为学校心理学家提供的系统级咨询机会数量的因素,以及校长认为学校心理学家在系统级咨询中花费的时间。讨论了对实践的启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Principals’ Perceptions of School Psychologists’ Engagement in Systems Level Consultation
ABSTRACT Systems level consultation is an important component of school change processes and a role in which school psychologists are called to serve. This article explores factors that contribute to school psychologists’ involvement in systems level consultation in their schools. Data from a survey conducted with a national sample of school principals (N = 646) are reported with a focus on principals’ perceptions and practices that contribute to the context in which school change occurs and the degree and nature to which school psychologists are engaged. Findings indicate school principals would like school psychologists involved in systems-level activities, generally perceive them to have the needed knowledge and skills, and see their own role as one that influences such engagement. Factors that predict the number of systems level consultation opportunities principals provide their school psychologists and the amount of time that principals perceive school psychologists spending in systems level consultation were investigated. Implications for practice are discussed.
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来源期刊
CiteScore
3.40
自引率
23.50%
发文量
20
期刊介绍: The Journal of Educational & Psychological Consultation (JEPC) provides a forum for improving the scientific understanding of consultation and for describing practical strategies to increase the effectiveness and efficiency of consultation services. Consultation is broadly defined as a process that facilitates problem solving for individuals, groups, and organizations. JEPC publishes articles and special thematic issues that describe formal research, evaluate practice, examine the program implementation process, review relevant literature, investigate systems change, discuss salient issues, and carefully document the translation of theory into practice.
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