The role and function of school psychologists and changes in such since Public Law 94-142 have been the subject of research by numerous authors. However, more speculation than empirical data exists on the topic. Although speculation in the profession has suggested about equally that the role and function of the school psychologist has changed and has not changed since Public Law 94-142, studies have failed to substantiate such speculation one way or the other.
The population of school psychologists in Virginia was chosen for the present study because of existing research using this population conducted by Murray in 1975, before Public Law 94-142 came into full effect. The study was designed to answer the following eight research questions:
(1) What expectations do school psychologists have for attributes?
(2) What is the relative degree of importance that school psychologists attach to participations in various professional activities?
(3) What is the relative degree of importance that school psychologists attach to the various functions of their present position?
(4) What is the relative frequency with which school psychologists perform the various functions of their present position?
(5) What is the relative degree of importance that school psychologists attach to the various functions of their present position compared to the relative frequency with which they actually perform those same functions?
(6) What are school psychologists' expectations for their performances of specific functions?
(7) What is the influence of selected demographic variables on school psychologists' expectations for their performances of specific functions?
(8) What is the degree of consensus between the results obtained in this study and those obtained in Murray’s study relative to the areas outlined above?
Data were collected via mailed surveys using a personal data form, to gain demographic information, and a modified form of the questionnaire used by Murray (1975). Three hundred nineteen members of the Virginia Association of School Psychologists were mailed survey materials, and a response rate of 80.5% was obtained. Of this total, one hundred seventy-six met the requirements necessary to be included in the data analysis.
Demographic information was obtained and frequency counts of modified questionnaire responses revealed information relative to school psychologists’ expectations for attributes, participations in professional activities, and performances of functions, as well as importance attached to, and frequency of performance of, various functions. One-way ANOVA procedures were used to determine the relationship between overall expectations for performances of various functions scores and demographic variables. No significant differences were found among demographic variables.
Chi-square procedures were used to compare the present expectations for role and function with those of Murray (1975). Results indicated that many specific aspects of the Virginia school psychologist's expectations for role and function have changed since 1975 and new roles have emerged. Changes were seen in expectations for attributes, participation in professional activities, and performance of various functions yet these specific changes in expectations have not led to changes in importance attached to, or actual frequency of performance of, functions.
Several implications were drawn from the results of the present study leading to recommendations for school psychologists and trainers, and employers of school psychologists, as well as professional school psychology organizations. The recommendations focused on training for school psychologists and topics for further research. / Ed. D. / incomplete_metadata
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/49851 |
| Date | January 1987 |
| Creators | Lovern, David R. |
| Contributors | Counseling and Student Personnel Vocational School Psychology, Hohenshil, Thomas H., Asselin, Susan B., Gerstein, Martin, Cobb, Harriet C., Hinkle, Dennis E. |
| Publisher | Virginia Polytechnic Institute and State University |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation, Text |
| Format | xiv, 133 leaves, application/pdf, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | OCLC# 16767720 |
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