School Psychologist in the US for the Past Thirty Years: Change of Professional Status and the Range of Tasks to Solve

1989

Abstract

Retrospective and prospective assessment of school psychology in the United States, conducted at interval of approximately 10-15 years, shows on one hand the stability of a number of tendencies in the field of training and employment of school psychologists, and on the second hand - changes in the professional status of a school psychologist. Traditionally analyzed parameters of such assessments are: changes in the number of students studying school psychology; academic staff of psychological departments, reading lectures in relevant disciplines, and professional community of school psychologists. The analysis of current situation at each stage is accompanied by a cautious prognoses about the future of school psychology.

General Information

Keywords: : school psychology, status of a school psychology, professional satisfaction, developing educational programs

Journal rubric: Educational Psychology

Article type: scientific article

For citation: Ermolova Т.V., Ivolina T.V. School Psychologist in the US for the Past Thirty Years: Change of Professional Status and the Range of Tasks to Solve [Elektronnyi resurs]. Sovremennaia zarubezhnaia psikhologiia = Journal of Modern Foreign Psychology, 2014. Vol. 3, no. 4, pp. 98–111. (In Russ., аbstr. in Engl.)

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Information About the Authors

Тatiana V. Ermolova, PhD in Psychology, Head of the Chair of Foreign and Russian Philology, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4260-9087, e-mail: yermolova@mail.ru

Tatiana V. Ivolina, – assistant professor of the Department of Foreign and Russian philology, Moscow State University of Psychology & Educatio, Moscow, Russia, e-mail: ivolina-tatyana@yandex.ru

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