Thesis (M.S.)--University of Wisconsin--Madison, 1974. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.S.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1986. / Includes vita. Includes bibliographical references (leaves 86-93). Available online via OhioLINK's ETD Center.

Major questions regarding the roles of school psychologists and delivery system reforms have appeared in the school psychology literature over the last of couple decades (Benson & Hughes, 1985; Fagan & Wise, 2000; Jackson, Balinky, & Lambert, 1993; Jerrell, 1984; Lacayo, Morris, & Sherwood, 1981; Reschly, 1988; Reschly & Wilson, 1995; Roberts & Rust, 1994). Consequently, many U.S. national survey studies have been conducted (Anderson, Cancelli, & Kratochwill, 1984; Benson & Hughes, 1985; Curtis, Chesno Grier, Walker Abshier, Sutton, & Hunley, 2002; Fischer, Jenkins, & Crumbley, 1986; Hutton & Dubes, 1992; Lacayo et al., 1981; Reschly & Wilson, 1995; Smith, 1984; Smith, Clifford, Hesley, & Leifgren, 1992; Stinnett, Havey, & Oehler-Stinnett,1994). However, there is little current empirical research on the roles and functions of school psychologists in British Columbia. Research is needed to help assess the state of the art in this province and explain what psychologists are doing. The profession of school psychology is unregulated in B.C. and so it is possible that persons practicing in the schools have a variety of training and offer a variety of services. Further, there is much existing uncertainty regarding the future path of the profession (Benson, 2002). The purpose of this study is to explore the job roles and functions of practicing school psychologists in B.C. and to examine the impact of various personal, professional, and job-site characteristics and external influences on job roles and functions. Survey methodology (N=42) was used with five select follow-up interviews for a sample of school psychologists around the province. Results revealed that the majority of respondents held a masters degree in school or educational psychology. Although respondents allocated a majority of their professional time to the role of assessment, school psychologists occupied a broad number of roles and desired to increase their time allocated to the other roles of interventions, consultation, counseling, and research and evaluation. Further, job roles were impacted by the number of students and schools served by psychologists, and psychologists' supervisors' field of specialization. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

Bibliography: leaves 237-252. / The purpose of the present study was to make suggestions for an appropriate community psychology practice in South Africa, and to explore the implications for the training of psychologists within this context. In order to develop these proposals an understanding of the South African social context and the location of psychology in that context was sought. In addition it was considered necessary to gain an overview of the community psychology approach in other contexts. Thereafter an exploration of the views of various people on an appropriate role for the psychologist in the broader socio-political arena in South Africa was conducted. These included key community psychologists in other contexts, psychologists in South Africa, psychology students, members of other social sciences, members of the public, and community organizers. An exploration of theoretical issues and relationships fundamental to a community psychology was then pursued, using a Critical perspective as a basis. Based on all of the above and direct experience of working and teaching within a community psychology framework in South Africa, suggestions for practice and training were offered.

Thesis submitted in partial fulfilment of the requirements for the degree of PhD (Community Psychology) in the Department of Psychology at the University of Zululand, South Africa, 2013. / The purpose of this presentation is to share some ideas on the continuing challenges facing English speaking psychologists in the province of KwaZulu Natal working inter-racially and how it affects the therapeutic relationship as a whole. A convenient sample of five psychologists was drawn from general and psychiatric hospitals as well as those working in private practice. The target population for this study included White and Indian psychologists. Eight participants were selected for this study. The transcripts of three participants were eventually abandoned due to poor quality of the taped interview. All the participants had experience in working with diverse cultures and people who are speaking isiZulu. A discourse analytic approach was employed to understand the complicated language phenomenon in sharing sensitive and confidential material. The rationale of the study was to look at the extent to which psychologists from different cultural and diverse language backgrounds make sense of language and cultural diversity in their therapeutic relationship. There were interesting dynamics that came up from the data collected as follows: From the results it was identified that patients are disadvantaged of the psychological services because of the language they do and do not speak. In general, the study found that English speaking psychologists experience serious challenges when they have to conduct psychotherapy and other related activities with non-English speaking patients or clients. The study found that the issue of working with interpreters continues to be faced with many uncertainties. While the interpretation process is by no means ideal for carrying out psychotherapeutic work, however, it can go a long way in creating access to psychological services. This study has demonstrated that psychotherapy can be implemented successfully through using interpreters, until such time that the system is able to produce psychologists that are adequately proficient in different indigenous languages spoken in South Africa. v Finally, the researcher hopes that this study will offer suggestions to psychology as a profession and find means to deal with the cultural and language challenges that psychology is faced with in order for psychologists to have efficient psychotherapy and subsequent to that work interracially. It was hoped that the study would play a positive role in increasing psychologist’s sensitivity to issues of racism. Furthermore, it was hoped that the findings of this study would help promote culturally respectful programmes and strategies among psychologists and other health-care professionals in KZN.

Submitted in partial fulfillment of the requirements for the degree of Master of Education in the Department of Educational Psychology, University of Zululand, 2002. / This study investigates the expectations that primary school teachers have of educational psychologists' role-functions. The study aimed to investigate what services primary school teachers expect school psychologists to render. The second aim was to determine what role-functions teachers feel are most important for educational psychologists to fulfill. The third aim was to investigate what modes of service delivery are preferred by teachers and the fourth aim was to investigate whether there is an association between teachers' characteristics (age, gender, teaching experience) and their expectations of educational psychologists' role-functions. The present study revealed that teachers expect psychologists to conduct assessment, counseling, research, make recommendations, follow up on cases, give advice to parents, provide preventative programs, provide written evaluative reports and be available as a consultant to staff. When respondents were asked to make recommendations regarding what they thought were the most important role-functions for educational psychologists, assessment was ranked as the most important role-function. This was followed by consultation, giving advise to parents, counseling of children, making recommendations, providing a written evaluation of results, following up on cases, remedial assistance and research. Regarding psychological service delivery, teachers felt it was important that psychologists work both on an individual basis with children and with groups of children. .They also believed that it was important to work with school management, parents and staff. In the current study, there was no association between teachers' characteristics (gender, age and teaching experience) and their expectations regarding educational psychologists' role-functions and preferred mode of service delivery.

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