The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist

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Abstract

The present study was aimed at the investigation of teachers’ and parents’ needs in consultation with a school psychologist. Participants were 159 teachers and 292 parents from three cities in Russia. Two surveys were designed to measure teachers’ and parents’ desire to receive psychological consultation regarding behavioral, emotional, learning and interpersonal problems of students; teaching methods and relationships with colleagues (for teachers); and child-parent relationships. In addition, the participants were asked to indicate whether they received a consultation from a school psychologist in the past and their satisfaction from the consultation. The results indicated that, in general, both teachers and parents are satisfied with the consultation; however, fewer parents received such a consultation compared to teachers. Both teachers and parents are more willing to receive consultation regarding children’s behavioral and emotional problems and relationships with peers. Teachers are less motivated to receive consultation about teaching methods, students’ learning problems, and teachers’ relationships with colleagues. Parents were less interested to receive consultation about child-parent relationships. The results of this study are interpreted in terms of their alignment with standards, which regulate the school psychology profession and training.

General Information

Keywords: Psychological consultation, needs, teachers, parents

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2017090401

For citation: Savina E.A., Savenkova I.A., Esterle A.E., Ovsyanikova E.A., Khudaeva M.Y. The Study of Teachers' and Parents' Needs for Psychological Consultation from School Psychologist [Elektronnyi resurs]. Psychological-Educational Studies, 2017. Vol. 9, no. 4, pp. 1–11. DOI: 10.17759/psyedu.2017090401. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elena A. Savina, Doctor of Psychology, Professor, Associate Professor, Department of Graduate Psychology, James Madison University, Harrisonburg, USA, e-mail: savinaea@jmu.edu

Irina A. Savenkova, PhD in Psychology, Department of General and Development Psychology, Orel State University named after I.S. Turgenev, Orel, Russia, e-mail: savenkova57r@mail.ru

Anton E. Esterle, PhD in Psychology, Head of Laboratory, Social Psychology Lab, Regional Centre for Social Work and School Psychology, Samara, Russia, e-mail: esterle.anton@yandex.ru

Elena A. Ovsyanikova, PhD in Psychology, Assistant Professor, Department of Developmental and Social Psychology, Faculty of Psychology, Institute of Pedagogy, Belgorod National Research University, Belgorod, Russia, e-mail: ovsyannikova@bsu.edu.ru

Maya Y. Khudaeva, PhD in Psychology, Assistant Professor, Department of Developmental and Social Psychology, Faculty of Psychology, Institute of Pedagogy, Belgorod National Research University, Belgorod, Russia, e-mail: khudaeva@bsu.edu.ru

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