School Psychology Practice in Nova Scotia: An Update and Implications for Role Diversification

Autor/inn/en	King, Sara; Khalil, Mirna; McGonnell, Melissa
Titel	School Psychology Practice in Nova Scotia: An Update and Implications for Role Diversification
Quelle	In: Canadian Journal of School Psychology, 37 (2022) 2, S.189-203 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0829-5735
DOI	10.1177/08295735211037810
Schlagwörter	School Psychology; Foreign Countries; Counselor Role; Occupational Information; School Psychologists; Psychoeducational Methods; Intervention; Canada + Suchen Sie Ihr Suchwort? Schulpsychologie; Ausland; Berufsinformation; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Kanada
Abstract	A survey of school psychology practice in Nova Scotia was conducted to update and extend previous work. Thirty-one school psychologists completed a survey about their practice across the six areas of competency identified by the Canadian Psychological Association (CPA) and their current versus preferred time in various areas of psychology practice. Results indicated that most participants currently practice across all areas of competency to some degree but spend most of their time engaged in assessment and evaluation. Findings suggest that the role of the school psychologist in Nova Scotia has changed very little since the previous work was completed and that school psychologists would like to diversify their practice to include more intervention and professional development. With appropriate training and supervision, the time is right to expand school psychology services to provide much-needed mental health services to a broader range of children and families. Recommendations for training and role diversification are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01