The developing role of school and educational psychologists in supporting children, schools and families;El papel en desarrollo de los psicólogos escolares y educativos en el apoyo a niños, escuelas y familias

Papeles del Psicologo

Volumn 30, Issue 1, 2009, Pages 74-85

  Farrell, Peter ^a,b,c  

^a Antiguo Presidente de la International School Psychology Association   (United Kingdom)

^b School of Education   (United Kingdom)

^c UNIVERSITY OF MANCHESTER   (United Kingdom)

Author keywords

Educational psychologist; Professional role; School psychologist

Indexed keywords

EID: 61449234198     PISSN: 02147823     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (63)

1. Ashton, R. & Roberts, E. (2006) What is Valuable and Unique about the Educational Psychologist?' Educational Psychology in Practice, 22(2), 111-123.
2. Balshaw, M. and Farrell, P. (2002) Teaching Assistants: Practical Strategies for Effective Classroom Support. London: Fulton.
3. Blatchford, P., Russell, A., Bassett, P., Brown, P. & Martin, C. (2004) The Role and Effects of Teaching Assistants in English Primary Schools. London: HMSO
4. Brown, A.L., & Ferrara, R.A. (1985). Diagnosing zones of proximal development. In J.V. Wertsch (Ed.), Culture communication and cognition: Vygotskian perspectives Cambridge University Press.
5. Burns, M. K., (2004). Using curriculum-based assessment in consultation: A review of three levels of research. Journal of Educational and Psychological Consultation, 15, 63-78.
6. Curtis, M. J. (2002) The Changing Face of School Psychology: Past, present and future. Keynote address to The Future of School Psychology 2002 Invitational Conference, Indianapolis, IN.
7. Curtis, M. J., Chesno Grier, J. E., & Hunley, S. A. (2004). The changing face of school psychology: trends in data and projections for the future. School Psychology Review, 33, 49-67.
8. Department for Education and Employment (2000). Educational psychology services (England): current role, good practice, and future directions - The research report (DfEE 0133/2000). Nottingham: Department for Education and Employment.
9. Dawson, M., Cummings, J. A., Harrison, P. L., Short, R. J., Gorin, S. & Palomares, R. (2004). The 2002 multisite conference on the future of school psychology: next steps. School Psychology Review, 33, 115-126.
10. 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.
11. Denton, C.A., Hasbrouck, J. E., & Sekaquaptewa, S. (2003). The consulting teacher: a descriptive case study in responsive systems consultation. Journal of Educational and Psychological Consultation, 14, 41-73.
12. Dowling, J., & Leibowitz, D. (1994). Evaluation of educational psychology services: past and present. Educational Psychology in Practice, 9, 241-250.
13. Ehrhardt-Padgett, G. N., Hatzichristou, C., Kitson, J., & Meyers, J. (2004). Awakening to a new dawn: perspectives of the future of school psychology. School Psychology Review, 33, 105-115.
14. Evans, M.E., & Wright, A.K. (1987). The Surrey school psychological service: an evaluation through teacher perceptions. Educational Psychology in Practice, 3, 12-20.
15. Farouk, S. (2004). Group work in schools: A process consultation approach. Educational Psychology in Practice, 20, 207-220.
16. Farrell, P., Harraghy, J. & Petrie, B. (1996). The statutory assessment of children with emotional and behavioural difficulties. Educational Psychology in Practice, 12, 80-85.
17. Farrell P., Jimerson, S., Kalambouka, A. & Benoit, J. (2005). Teachers' perceptions of school psychologists in different countries. School Psychology International, 26(5), 525-544
18. Farrell, P., Woods, K., Lewis, S., Rooney, S., Squires, G., & O'Connor, M. (2006) A Review of the Functions and Contribution of Educational Psychologists in England and Wales in light of "Every Child Matters: Change for Children." London: HMSO.
19. Ford, J.D., & Migles, M. (1979). The role of the school psychologist: teachers' preferences as a function of personal professional characteristics. Journal of School Psychology, 17, 372-378.
20. Gavrilidou, M., de Mesquita, P.B., & Mason, E.J. (1994). Greek teachers' perceptions of school psychologists in solving classroom problems. Journal of School Psychology, 32, 293-304.
21. Gillham, W. (Ed.), (1978). Reconstructing educational psychology. London: Virago.
22. Gillies, E. (2000). Developing consultation partnerships. Educational Psychology in Practice 16, 31-37.
23. Gilman, R. & Gabriel, S. (2004). Perceptions of school psychological services by education professionals: Results from a multi-state survey pilot study. School Psychology Review, 33, 271-287.
24. Guillemard, J.C. (2006). School psychology in France. In S. Jimerson, T. Oakland, & P. Farrell (Eds.), An International Handbook of School Psychology. London: Sage.
25. Gutkin, T. B., & Curtis, M. J. (1999). School-based consultation: Theory, techniques, and research. In C.R. Reynolds & T.B. Gutkin (Eds.), Handbook of School Psychology (pp. 598-637). New York: Wiley.
26. Hart, S. (2007) The Handbook of International School Psychology: a review with implications for the profession's future. School Psychology International, 28, 523-540.
27. Hatzichristou, C. (2002) A conceptual framework for the evolution of school psychology: transnational considerations of common phases and future perspectives. School Psychology International, 23, 266-282.
28. Howe, M. (1998). IQ in question: the truth about intelligence. London: Sage.
29. Hosp. J. L. & Reschly, D. J. (2002). Regional differences in school psychology practice. School Psychology Review, 31, 11-30.
30. Imich, A. (1999) 'Delivering educational psychology', Educational Psychology in Practice, 15(1), 57-64.
31. Jimerson, S. R., Graydon, K., Farrell, P., Kikas, E., Hatzichristou, C., Boce, E., Bashi, G. and The ISPA Research Committee (2004) 'The International School Psychology Survey: Development and Data from Albania, Cyprus, Estonia, Greece and Northern England', School Psychology International, 25(3), 259-86.
32. Jimerson, S. R., Graydon, K., Yuen, M., Lam, S-F., Thurm, J-M., Klueva, N., Coyne, J., Loprete, L J., Phillips, J. and The International School Psychology Association Research Committee (2006) 'The International School Psychology Survey: Data from Australia, China, Germany, Italy and Russia', School Psychology International, 27(1), 5-32.
33. Jimerson, S. R., Graydon, K., Skokut, M., Alghorani, M. A., Kanjaradze, A., Forster, J. and The ISPA Research Committee (2008) 'The International School Psychology Survey: Data from Georgia, Switzerland and the United Arab Emirates', School Psychology International, 29, 5-28.
34. Jimerson, S., Oakland, T. & Farrell, P. (Eds) (2006) An International Handbook of School Psychology. London: Sage.
35. Kikas, E. (1999) School psychology in Estonia: Expectations of teachers and school psychologists. School Psychology International, 20, 352-365.
36. Kikas (2006) School Psychology in Estonia. In S. Jimerson, T. Oakland & P. Farrell (Eds) An International Handbook of School Psychology. London: Sage.
37. Larney, R. (2003). School-based consultation in the United Kingdom: principles, practice and effectiveness. School Psychology International, 24, 5-19.
38. Lam, S. (2006) Educational Psychology in Hong Kong. In S. Jimerson, T. Oakland & P. Farrell (Eds) An International Handbook of School Psychology. London: Sage.
39. Leadbetter, J. (2005). Activity theory as a conceptual framework and analytical tool within the practice of educational psychology. Educational and Child Psychology, 22(1), 18-28.
40. Leyden, G. (1999) 'Time for change', Educational Psychology in Practice, 14(4), 222-228.
41. Lokke, C, Gersch, I., M'Gadzah, H., & Frederickson, N. (1997). The resurrection of psychometrics: fact or fiction? Educational Psychology in Practice, 12(4), 222-233.
42. Lunt I. (2002). A common framework for the training of psychologists in Europe. European Psychologist, 7(3), 180-191
43. McKeever, P. (1996). Consumer opinion of educational psychology services: A pilot survey. Educational Psychology in Practice, 12, 45-50.
44. MacKay, T. (2002) 'Discussion paper: The future of educational psychology', Educational Psychology in Practice, 18(3), 254-253.
45. MacLeod, I. R., Jones, K. M., Somers, C. L., & Havey, J. M. (2001 ). An evaluation of the effectiveness of school-based behavioural consultation. Journal of Educational and Psychological Consultation, 12, 203-216.
46. Mercer, J.R. (1974). A policy statement on assessment procedures and the rights of children. Harvard Education Review, 44, 125-141.
47. Oakland, T. (2000). International school psychology. In T. Fagan, & T. Wise (Eds.), School psychology: past, present & future. National Association of School Psychologists.
48. Oakland, T. (2006) The International School Psychology Association: Its Formation, Accomplishments and Future Missions. In S. Jimerson, T. Oakland & P. Farrell (Eds) An International Handbook of School Psychology. London: Sage.
49. Papcosta, E. (2006) School Psychology in Cyprus. In S. Jimerson, T. Oakland & P. Farrell (Eds) An International Handbook of School Psychology. London: Sage.
50. Perez-Gonzalez, F., Garcia-Ros, R., & Gomez-Artiga, A. (2004). A survey of teaching perceptions of the school psychologist's skills in the consultation process: an exploratory factor analysis. School Psychology International, 25, 30-41.
51. Rees, C., Rees, P. & Farrell, P. (2003). Methods used by psychologists to assess pupils with emotional and behavioural difficulties. Educational Psychology in Practice, 19, 203-214.
52. Reschly, D.J., (2000). The present and future status of school psychology in the United States. School Psychology Review, 29, 507-522.
53. Rosenfield, S. (2002). Developing instructional consultants: from novice to competent to expert. Journal of Educational and Psychological Consultation, 13, 97-111.
54. st century. School Psychology Review, 29, 485-502.
55. Squires, G. & Farrell, P. (2006) Educational Psychology in England and Wales. In S. Jimerson, T. Oakland & P. Farrell (Eds) An International Handbook of School Psychology. London: Sage.
56. Squires, G., Farrell, P., Woods, K., Lewis, S., O'Connor, M. (2007) Educational psychologists' contribution to Every Child Matters: the parents' view. Educational Psychology in Practice, 23, 343-363.
57. Strein, W., Cramer, K. & Lawser, M. (2003) School psychology research and scholarship: USA status, international explorations. School Psychology International 24, 421-436.
58. Thomson, L. (1996) 'Searching for a niche', Educational Psychology in Practice, 12(2), 99-106.
59. Turner, S., Robins, H. & Doran, C. (1996) Developing a model of consultancy practice. Educational Psychology in Practice, 12, 86-93.
60. Wagner, P. (2000). Consultation: developing a comprehensive approach to service delivery. Educational Psychology in Practice, 16, 9-18.
61. Watkins, C. (2000). Introduction to the articles on consultation. Educational Psychology in Practice, 16, 5-8.
62. Woods, K. & Farrell, P. (2006) Approaches to psychological assessment by educational psychologists in England and Wales. School Psychology International, 27, 387-405
63. Yesseldyke, J., Burns, M., Dawson, P., Kelley, B., Morrison, D., Ortiz, S., Rosenfield, S & Telzrow, C. (2006). School Psychology: A Blueprint for Training and Practice III. Bethesda, MD: National Association of School psychologists.