Hostname: page-component-78c5997874-v9fdk Total loading time: 0 Render date: 2024-11-20T03:45:07.208Z Has data issue: false hasContentIssue false
  • English
  • Français

System approaches to school psychology (or why school psychologists shouldn’t see kids)

Published online by Cambridge University Press:  06 September 2019

Paul Russell
Paul Russell*
Affiliation:
Association of Independent Schools Western Australia, Perth, Australia
Get access

Abstract

In a world where the only constant is change, schools are faced with the need to adapt creatively to changing societal demands, parental expectations, and children with increasingly diverse needs. Lasting and effective change can only occur with systemic and organisational change, and this essay argues that school-based psychologists are an invaluable, but potentially overlooked, resource in driving and supporting effective, evidence-supported, organisational change in schools. It is suggested that this can occur best when school-based psychologists are able to move away from direct service models that treat individual children to a systemic model that supports whole-school change.

Keywords

school psychologysystem interventionsystems theoryindirect service
Type
Practitioner Paper
Information
Journal of Psychologists and Counsellors in Schools , Volume 29 , Issue 1 , June 2019 , pp. 100 - 106
Check for updates
Copyright
© The Author(s) 2019. Published by Cambridge University Press 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Beare, H., Caldwell, B., & Millikan, R. (1989). Creating an excellent school: Some new management techniques. New York, NY: Routledge.Google Scholar
Bell, H.D., & McKenzie, V. (2013). Perceptions and realities: The role of school psychologists in Melbourne, Australia. The Australian Educational and Developmental Psychologist, 30, 54–73.CrossRefGoogle Scholar
Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy strategies for school counselors: A multicultural/social justice perspective to move beyond the nice counselor syndrome. Journal of Counseling & Development, 86, 372–382.CrossRefGoogle Scholar
Bradley-Johnson, S., & Dean, V.J. (2000). Role change for school psychology: The challenge continues in the new millennium. Psychology in the Schools, 37, 1–5.3.0.CO;2-Q>CrossRefGoogle Scholar
Crockett, D. (2004). Critical issues children face in the 2000s. School Psychology Review, 33, 78–82.Google Scholar
Curtis, M.J., Grier, J.E.C., & Hunley, S. (2004). The changing face of school psychology: Trends in data and projections for the future. School Psychology Review, 33, 49–66.Google Scholar
D’Amato, R., Zafiris, C., McConnell, E., & Dean, R. (2011). The history of school psychology: Understanding the past to not repeat it. In Bray, M., and Kehle, T. (Eds.), The Oxford handbook of school psychology (pp. 9–46). Oxford, UK: Oxford University Press.Google Scholar
Dennis, R. (2004). So far so good? A qualitative case study exploring the implementation of consultation in schools. Educational Psychology in Practice, 20, 17–29.CrossRefGoogle Scholar
Dimmock, C. (1993). School-based management and linkage with the curriculum. In Dimmock, C. (Ed.), School-based management and school effectiveness (pp. 1–21). New York, NY: Routledge.Google Scholar
Eckersley, K., & Deppeler, J. (2013). Mapping the practice of psychologists in schools in victoria, australia. The Australian Educational and Developmental Psychologist, 30, 157–170.CrossRefGoogle Scholar
Forman, S., & Selman, J. (2011). Systems-based service delivery in school psychology. In Bray, M., and Kehle, T. (Eds.), The Oxford handbook of school psychology (pp. 628–646). Oxford, UK: Oxford University Press.Google Scholar
Hallinger, P., Murphy, J., & Hausman, C. (1993). Conceptualizing school restructuring: Principals’ and teachers’ perceptions. In Dimmock, C. (Ed.), School-based management and school effectiveness (pp. 22–40). New York, NY: Routledge.Google Scholar
Hord, S., & Poster, C. (1993). Restructuring schools: Lessons from school leaders. In Dimmock, C. (Ed.), School-based management and school effectiveness (pp. 65–91). New York, NY: Routledge.Google Scholar
Lam, Y.L.J. (2004). Exploring the sources and relationships that propel organisational learning: An investigation of some Western Australian schools. Learning Environments Research, 7, 81–102.CrossRefGoogle Scholar
Lunenburg, F.C. (2012). Organizational structure: Mintzberg’s framework. International Journal for Scholarly, Academic, Intellectual Diversity, 14, 1–8.Google Scholar
Moy, G., Briggs, A., Shriberg, D., Furrey, K., Smith, P., & Tompkins, N. (2014). Developing school psychologists as agents of social justice: A qualitative analysis of student understanding across three years. Psychology in the Schools, 42, 553–567.Google Scholar
Muchinsky, P., & Culbertson, S. (2016). Psychology applied to work (11th ed.). Summerfield, NC: Hypergraphic Press.Google Scholar
National Association of School Psychologists. (2010). Model for comprehensive and integrated school psychological services, 1–12. Retrieved from http://www.nasponline.org/standards/2010standards/2_PracticeModel.pdf Google Scholar
Organisation for Economic Co-operation and Development (OECD). (2011). Education at a glance 2011: OECD indicators. OECD Publishing.Google Scholar
Ogawa, R.T. (2015). Change of mind. Journal of Educational Administration, 53, 794–804.CrossRefGoogle Scholar
Pellegrini, D. (2009). Applied systemic theory and educational psychology: Can the twain ever meet? Educational Psychology in Practice, 25, 271–286.CrossRefGoogle Scholar
Shriberg, D., & Fenning, P. (2009). School consultants as agents of social justice: Implications for practice. Journal of Educational and Psychological Consultation, 19, 1–7.CrossRefGoogle Scholar
Wagner, P. (2000). Consultation: developing a comprehensive approach to service delivery. Educational Psychology in Practice, 16, 9–18.CrossRefGoogle Scholar
Wagner, P. (2016). Consultation as a framework for practice. In Kelly, B., Woolfson, L. Marks & Boyle, J. (Eds.), Frameworks for practice in educational psychology: A textbook for trainees and practitioners (pp. 194–216). London: Jessica Kingsley Publishers.Google Scholar