Making Psychologists Indispensable in the Schools [electronic resource] : Collaborative Training Approaches Involving Educators and School Psychologists / Walter B. Pryzwansky.
There has been an increasing commitment to the notion of collaboration among professionals who have a responsibility for a client. However, the need for psychological services still seems to receive little impetus from teacher and principal requests. Furthermore, the teacher continues to operate as...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1996.
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| Subjects: |
MARC
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| 100 | 1 | |a Pryzwansky, Walter B. | |
| 245 | 1 | 0 | |a Making Psychologists Indispensable in the Schools |h [electronic resource] : |b Collaborative Training Approaches Involving Educators and School Psychologists / |c Walter B. Pryzwansky. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1996. | ||
| 300 | |a 5 p. | ||
| 500 | |a ERIC Document Number: ED406602. | ||
| 500 | |a ERIC Note: In: Making Psychologists in Schools Indispensable: Critical Questions and Emerging Perspectives. Greensboro, NC. ERIC Counseling and Student Services Clearinghouse, 1996. p67-70; see CG 027 464. |5 ericd. | ||
| 520 | |a There has been an increasing commitment to the notion of collaboration among professionals who have a responsibility for a client. However, the need for psychological services still seems to receive little impetus from teacher and principal requests. Furthermore, the teacher continues to operate as an isolated professional. Preservice education and the induction period for the teaching profession should be the primary emphasis for effecting the goal of making psychologists indispensable in the schools. Through planned collaborations in the field during preservice training, each professional could learn about the perspectives of the other along with an appreciation of potential professional collaborations. A second opportunity for reinforcing the earlier "bonding" experience of teachers and school psychologists is the critical need to provide new teachers with a supportive induction period as one means to address the attrition rate among teachers. The absence of a supportive network and work environment for teachers has been a long recognized handicap for this profession. The school psychology training program, through its faculty and/or students, along with local school psychological services staff can provide a valuable resource to such a program. Peer mediated learning strategies to promote teacher retention can also be facilitated by school psychologists through organization and promotion of collegial dialogue. (JBJ) | ||
| 650 | 0 | 7 | |a Beginning Teacher Induction. |2 ericd. |
| 650 | 1 | 7 | |a Counselor Teacher Cooperation. |2 ericd. |
| 650 | 1 | 7 | |a Counselor Training. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Preservice Teacher Education. |2 ericd. |
| 650 | 0 | 7 | |a Professional Development. |2 ericd. |
| 650 | 0 | 7 | |a School Counseling. |2 ericd. |
| 650 | 1 | 7 | |a School Psychologists. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Education. |2 ericd. |
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