Literaturnachweis - Detailanzeige
| Autor/inn/en | Mendes, Sofia A.; Abreu-Lima, Isabel; Almeida, Leandro S.; Simeonsson, Rune J. |
|---|---|
| Titel | School Psychology in Portugal: Practitioners' Characteristics and Practices |
| Quelle | In: International Journal of School & Educational Psychology, 2 (2014) 2, S.115-125 (11 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2168-3603 |
| DOI | 10.1080/21683603.2013.863171 |
| Schlagwörter | Foreign Countries; School Psychology; Counselor Characteristics; Counseling Services; Professional Identity; School Psychologists; Demography; Counselor Qualifications; Institutional Characteristics; Counselor Role; Client Characteristics (Human Services); Mental Health Programs; Tenure; Counselor Certification; Counselor Attitudes; National Surveys; Online Surveys; Portugal |
| Abstract | Little empirical evidence is available on the professional characteristics and practices of school psychologists in Portugal. This study surveyed a total of 477 Portuguese school psychologists employed in public (80%) and private schools (20%). Portuguese school psychologists are described with regard to demographic, professional, and educational backgrounds, school settings, roles performed, and main target populations served. Evaluating and counseling regular education students, vocational guidance, and special education-related activities emerged as the most time-consuming professional practices. A professional practice primarily focused on students, mainly from the highest education levels, was also observed. Results are compared with findings of previous surveys and reviewed in the context of the current literature on the school psychologist's role. Implications for the field are also provided. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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