Impact of the "New Religious Right" on School Psychologists' Activities.

Autor/in	Davis, William E.
Titel	Impact of the "New Religious Right" on School Psychologists' Activities.
Quelle	(1995), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Conservatism; Elementary Secondary Education; Local Issues; Mental Health Workers; Moral Values; Policy Formation; Politics of Education; Public Education; Religious Conflict; Religious Differences; Religious Organizations; School Counselors; School Psychologists; State Church Separation + Suchen Sie Ihr Suchwort? Konservatismus; Psychiater; Moral value; Ethischer Wert; Politische Betätigung; Educational policy; Bildungspolitik; Öffentliche Erziehung; Religiöser Konflikt; School counselor; Beratungslehrer; Pädagogischer Berater; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Kirche-Staat-Beziehung
Abstract	During the late 1980s and the early 1990s, the "New Religious Right" increasingly exerted influence on the development and implementation of educational policies and programs in the United States, particularly at the local level. The movement will probably continue to directly and indirectly affect several important school activities in which school psychologists have traditionally been involved. This paper identifies specific strategies employed by religious-right activists that affect the roles and responsibilities of school psychologists and describes strategies that school psychologists can use to overcome several obstacles posed by religious-right actions. Activists engage in indirect proselytization (by teachers and students), school-board takeovers at the local level, formation of vocal pressure groups, and endorsement of voucher policies. In response, school psychologists can: (1) increase their level of awareness about religious-right tactics at the local level; (2) develop ways to involve parents and community in the educational process; (3) share knowledge with other professionals (to demystify the role of school psychologists); (3) support school-linked comprehensive services for children and families; and (4) take an active advocacy role. (Contains 27 references.) (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC