Developing and Managing a Rural School Psychological Service in a Sparsely Populated Area.

Autor/in	Chamberlain, Jonathan M.
Institution	Regional Child Services, Price, UT.; American Personnel and Guidance Association, Washington, DC.
Titel	Developing and Managing a Rural School Psychological Service in a Sparsely Populated Area.
Quelle	(1970), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Ancillary School Services; Guidance Programs; Psychoeducational Methods; Psychological Services; Pupil Personnel Services; Pupil Personnel Workers; Rural Areas; Rural Education; Rural Schools; Rural Youth; School Districts; School Personnel; School Psychologists; School Social Workers; Social Services; Student Personnel Services + Suchen Sie Ihr Suchwort? Psychologische Betreuung; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Rural areas; School; Schools; Schule; Schulen; Youth; Jugend; Jugendlicher; School district; Schulbezirk; Schulpersonal; School psychologist; Psychologists; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Social work in school; Schulsozialarbeiter; Social service; Soziale Dienstleistung; Soziale Dienste
Abstract	Three years of intensive activity, which characterized the development and management of the rural psychological service, are overviewed. Five adjacent rural school district superintendents proposed a project to determine the feasibility of providing psychological and social work services in a sparsely populated area. Planning Phase 1 sought to answer questions concerning: (1) the extent of the need; (2) current services and their adequacy; and (3) the level of community understanding of problem children. It was decided to provide: (1) diagnosis and treatment of children with problems; and (2) an in-service training program for teachers regarding mental health concepts in the classroom. Additional objectives emerged during Planning Phase 2. Staff procurement and constitution and budgetary allotments are included for all phases. The actual operational years, with their numerous objectives based on the findings of the planning phases are fully discussed. Implications and suggestions for the future of rural school psychology are offered. The research reported herein was funded under Title III of the Elementary and Secondary Education Act. (TL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01