Thesis (Ed. S.)--Brigham Young University. Dept. of Counseling Psychology and Special Education, 2005. / Includes bibliographical references (p. 37-45).

Thesis (M.Ed.), Memorial University of Newfoundland, 1999. / Includes bibliographical references.

Thesis--Wisconsin. / Includes bibliographical references (leaves 76-82).

Thesis (Ph. D.)--University of Rhode Island, 2005. / Typescript. Includes bibliographical references (leaves 120-124).

Thesis (Ph. D.)--Ohio State University, 2006. / Title from first page of PDF file. Includes bibliographical references (p. 144-151).

This survey study attempts to investigate the status and role of school psychologists in Canada and the extent of variation of their status and role across Canada. Canadian literature has almost nothing to say about school psychologists in Canada. Data were gathered on the distribution of personnel, the scope of the service, working conditions, qualifications for the position, activities undertaken, the nature of pupil problems referred, and views on the status and role of school psychologists held by educational officials and the school psychologists themselves Sources of data were a questionnaire survey, communications with educational officials prior to distributing the questionnaire, and documents submitted by departments of school psychology. Fifty nine (59) returned questionnaires plus evidence from documents implied a total of ninety five (95) school psychologists in Canada. The breakdown by province is as follows: Nova Scotia (3); New Brunswick (1); Quebec (6); Ontario (40); Manitoba (16); Saskatchewan (6); Alberta (13); British Columbia (10). A lack of official position regarding a status and role for school psychologists is characteristic of most Provincial Departments of Education, School boards, however, have considerable interest in school psychological services. School psychologists working for these school boards are given adequate status and direction in their work. Function, though not defined for Canada, shows pattern in the kinds of problems faced and in approaches to their solution, in the somewhat excessive scope of those duties that are preferred by school boards, and in professional activities. The preferred school psychologist seems to be one who possess an M. A. degree in psychology or a closely related, equivalent aspect of educations School psychologists express unhappiness caused by an over-emphasis on testing with minimum follow-up and by awareness of problems, both pupil and professional, that are impossible to cope with under present conditions. In terms of status and role, it is possible to distinguish school psychologists from other special service personnel such as guidance and counseling personnel. / Education, Faculty of / Graduate

The current literature suggests an increasing need for mental health services for school-age children (U.S. Department of Health and Human Services, 1999; Friedman, Katz-Levey, Manderschied, and Sondhiemer 1996; Costello, Mustillo, Erkanli, Keeler, and Angold, 2003; Kataoka, Zhang, and Wells 2002 and Kessler, Berglund, Demier, Jin, Merkangas, and Walters, 2005). Research indicates that the schools may be the ideal place for children to receive such services. Studies have found that school psychologists do spend some of their time providing counseling, however the time spent on these services is significantly limited (Curtis et al, 1999; Bramlett et al 2002; Yates 2003; and Villarin,2005; and Curtis et al, 2008). While other studies have examined the provision of individual and group counseling by school psychologists, they have not provided operational definitions of what constitutes mental health services. Moreover, a review of mental health services provided by school psychologists has not been conducted since the reauthorization of IDEA in 2004, which may have impacted the amount of time school psychologists have to provide various services in schools. The purpose of this study was to examine if school psychologists currently provide mental health services. In addition this study examined if school psychologists perceived providing mental health services as their role, and their level of satisfaction with their current role and function. A sample of 118 of 1,000 school psychologists from the National Association of School Psychologists (NASP) listserv completed the survey. The results indicated that, the majority (83.3%) of school psychologists reported being satisfied with their current role and function. The majority (75.2%) of school psychologists also perceived the provision of mental health services as part of their role. While the majority of school psychologists indicated that they provided mental health service, the amount of time dedicated to the provision of services was less than 10% of time per week. The most frequent barriers to providing mental health services were limited time, and the need for additional training. The most frequent barriers for provision of services, by participants not currently providing services were employer policies and procedures and limited time. Determinates of provision of mental health services included training, and employment in areas using Non-categorical classification. Overall, the participants indicated that they did not see any significant changes in the provision of mental health services they provide, since the reauthorization of IDEA in 2004.

Bibliography: pages 78-83. / The application of systemic principles to a consultancy model was explored, using the systemic problem-solving methodologies developed in Britain by Burden (1978, 1981, 1983) and Checkland (1981). It is argued that, in addition to the traditional role of the educational psychologist as a child and family psychologist, the role of the educational psychologist should be extended to include a function as a consultant to social systems. The focus of the intervention was the children in the junior-primary section of a boarding-school. A team of consultants was formed for the duration of the intervention. The team comprised of key members from the system and the novice educational psychologist, with the academic supervisor acting as an outside consultant. The analysis focused on rules and patterns. Patterns of communication, support, isolation and problem-solving were highlighted. The intervention focused on structural changes. Structural changes, attitudinal changes and the process itself were evaluated. Agreement by consensus was used as a measure of change. Consensus was reached that the model had impacted positively on the problem-solving skills of the team and the previous isolation of team members. However limited news of difference was found in relation to the children. This was connected to the fact that many of the changes had not been implemented fully or for a sufficient period of time.

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