TY - JOUR
T1 - The italian school psychologists’ role: A qualitative study about professional practices and representations
AU - Meroni, Claudia
AU - Fagnani, Laura
AU - Confalonieri, Emanuela
AU - Baventore, Davide
AU - Velasco, Veronica
PY - 2021
Y1 - 2021
N2 - School psychologists’ relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists’ role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.
AB - School psychologists’ relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists’ role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.
KW - Professional role
KW - School organisation
KW - School practices
KW - School psychologists
KW - School psychology
KW - Whole-school approach
KW - Professional role
KW - School organisation
KW - School practices
KW - School psychologists
KW - School psychology
KW - Whole-school approach
UR - http://hdl.handle.net/10807/205290
U2 - 10.3390/ejihpe11040084
DO - 10.3390/ejihpe11040084
M3 - Article
SN - 2174-8144
VL - 11
SP - 1134
EP - 1155
JO - European Journal of Investigation in Health, Psychology and Education
JF - European Journal of Investigation in Health, Psychology and Education
ER -