A Contemporary Story of School Psychology

Autor/inn/en	Annan, Jean; Priestley, Anna
Titel	A Contemporary Story of School Psychology
Quelle	In: School Psychology International, 33 (2012) 3, S.325-344 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311412845
Schlagwörter	Evidence; School Psychologists; Identification; School Psychology; Identification (Psychology); Child Development; Educational Practices; Inclusion; Theories; Recognition (Psychology); Interaction; Foreign Countries; High Schools; New Zealand + Suchen Sie Ihr Suchwort? Evidenz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Identifikation; Identifizierung; Schulpsychologie; Kindesentwicklung; Bildungspraxis; Inklusion; Theory; Theorie; Recognition; Wiedererkennen; Interaktion; Ausland; High school; Oberschule; Neuseeland
Abstract	A review of recent school psychology publications was conducted to discover the espoused theory of contemporary school psychology, as distinct from school psychology practice. We considered that identification of the espoused theory of school psychology, the story of school psychology, would support professional reflection and the identification of factors that mediate theory and practice. To distinguish the espoused story of school psychology from practice we considered what school psychologists said about professional practice, rather than what they "did" or "said they did". The findings suggested that contemporary school psychology endorses practices that are relevant to and effective in a rapidly changing world. The profession has built on strong foundations to construct models of practice that consider, value, and benefit from the multiplicity of an increasingly globally-connected community. Recurrent themes were identified that, together, formed an espoused story. This story of contemporary school psychology comprised recognition of the interactive context of child development, ecological analysis, multi-systemic approaches to practice, inclusion, and respect for diversity, positive psychology and evidence-based, theoretically driven practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10