School Psychology: Learning Lessons from History and Moving Forward

Autor/in	Farrell, Peter
Titel	School Psychology: Learning Lessons from History and Moving Forward
Quelle	In: School Psychology International, 31 (2010) 6, S.581-598 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034310386533
Schlagwörter	Learning Problems; School Psychologists; Intelligence Quotient; School Psychology; Barriers; Testing; Intelligence Tests; History; Models; Special Education; Foreign Countries; Career Development; United Kingdom + Suchen Sie Ihr Suchwort? Lernproblem; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Intelligenzquotient; Schulpsychologie; Testdurchführung; Testen; Intelligence test; Intelligenztest; Geschichte; Geschichtsdarstellung; Analogiemodell; Special needs education; Sonderpädagogik; Sonderschulwesen; Ausland; Berufsentwicklung; Großbritannien
Abstract	At a time when, in most countries, the profession of school psychology is experiencing a period of growth and expansion, many problems still remain. The origins of these problems are linked to the historical development of the profession which has provided school psychologists with a unique and distinctive role in administering IQ tests and using the results to make decisions about special educational provision for children with learning difficulties. This article reviews recent research that is heavily critical of the relevance of IQ testing and the associated medical model of working, and then considers some of the barriers which prevent school psychologists from changing their practices. It concludes with suggestions as to how the profession can move forward with confidence, knowing that it can make a distinctive contribution to supporting vulnerable children, schools and communities around the world. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10