Professional preparation in school psychology: A summary of information from programs in seven countries

Professional preparation in school psychology: A summary of information from programs in seven countries

• Oakland, Thomas University of Florida, USA
• Hatzichristou, Chryse Dept. of Psychology, National and Kapodistrian University of Athens, Greece

International Journal of School & Educational Psychology, 2(3), 223-230, 2014

Routledge

2014

• P 香港教育各層面與外地之比較
  • PB 香港教育各層面與外地之比較
• G 課程與教學:個別教學範疇
  • GF 人文學科及藝術
    • GFC 教學方法與效果

School Psychology International School Psychology Professional Preparation in Psychology

• Estonia
• Greece
• Hong Kong
• Romania
• Sweden
• United Kingdom
• United States

• 1997.7 onwards

• 未指定或無法歸類

This article summarizes prominent themes found in descriptions of school psychology programs in Estonia (Kikas, 2014), Greece (Hatzichristou & Polychroni, 2014), Hong Kong (Lam, 2014), Romania (Negovan & Dincă, 2014), Sweden (Schad, 2014), United Kingdom (Wood, 2014), and United States (Joyce & Rossen, 2014). This paper summarizes prominent issues found in these and companion descriptions (e.g., Jimerson, Oakland, & Farrell, 2007), with the goal to promote an understanding of prevailing conditions that impact preparation, including those that are external to as well as under the control of school psychology programs. These latter conditions include the academic and professional development components of preparation, including their emphasis on multicultural and international issues. Program content generally is consistent with that promulgated by the International School Psychology Association (e.g., Cunningham & Oakland, 1998) and as discussed more fully in The Handbook of International School Psychology (Jimerson, Oakland, & Farrell, 2007). Regional and national agencies external to psychology and school psychology together with alterations in program funding are exerting a strong and seemingly increasing impact on professional preparation programs in psychology. Knowledge of these and other prevailing conditions together with their impact on school psychology preparation and subsequent services is warranted. Stronger leadership from national, regional, and international associations of psychology and school psychology is needed to counterbalance the effects of external control that pose threats to the specialty.
[Copyright of International Journal of School & Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/21683603.2014.934638]

• 英文

期刊論文

• 21683603

• 10.1080/21683603.2014.934638

https://bibliography.lib.eduhk.hk/tc/bibs/ab9e0fbc

2014-10-22