Divergent Perceptions of School Psychological Services [microform] / Charles E. Bowen and Tom Dalton
- Bib ID:
- 5402269
- Format:
- Book and Microform
- Author:
- Bowen, Charles E
- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1981
- 10 p.
- Summary:
-
Research indicates that a discrepancy exists between the perceptions of school psychologists and teachers concerning the value of various functions of the school psychologist. Questionnaires about such perceptions of school psychological services were completed by 50 school psychologists and 400 teachers in western North Carolina. Results supported the hypothesis that the importance of the school psychologists' roles was perceived differently by school psychologists and teachers. Both groups perceived the school psychologist as devoting most of his work time to psychoeducational assessment. However, psychologists ideally wanted to spend most of their time in consultation with teachers; teachers preferred that psychologists engage in more student counseling. On written psychological reports, teachers rated recommendations for behavior management as the most valuable content item. The findings suggest that an appropriate role for school psychologists is assisting teachers in developing techniques for working with special needs students. (Author/NRB)
- Notes:
-
- ERIC Note: Paper presented at the Annual Meeting of the Southeastern Psychological Association (27th, Atlanta, GA, March 25-28, 1981). Best copy available.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Dalton, Tom, author
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1981
Copyright status may not be correct if data in the record is incomplete or inaccurate. Other access conditions may also apply. For more information please see: Copyright in library collections.
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