Evidence for the efficacy of systemic models of practice from a cross-sectional survey of schools' satisfaction with their educational psychologists

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

A follow-up cross-sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety-one of the primaries (81%) and 21 of the secondaries (87%) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70% of head teachers valuing the input of their school's psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists' practice and in schools' expectations, with significant and highly-valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered.
Original languageEnglish
Pages (from-to)19-31
Number of pages12
JournalEducational Psychology in Practice
Volume23
Issue number1
DOIs
Publication statusPublished - Mar 2007

Fingerprint

Cross-Sectional Studies
Psychology
Head
Pupil
Education
Research
Surveys and Questionnaires

Keywords

  • educational psychologists
  • pupil support
  • mainstream education
  • primary schools
  • secondary schools
  • questionnaires
  • cross-sectional survey

Cite this

@article{b5a8fc57ac114221a69d687ccfc75d4a,
title = "Evidence for the efficacy of systemic models of practice from a cross-sectional survey of schools' satisfaction with their educational psychologists",
abstract = "A follow-up cross-sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety-one of the primaries (81{\%}) and 21 of the secondaries (87{\%}) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70{\%} of head teachers valuing the input of their school's psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists' practice and in schools' expectations, with significant and highly-valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered.",
keywords = "educational psychologists, pupil support, mainstream education, primary schools, secondary schools, questionnaires, cross-sectional survey",
author = "James Boyle and Tommy Mackay",
year = "2007",
month = "3",
doi = "10.1080/02667360601154733",
language = "English",
volume = "23",
pages = "19--31",
journal = "Educational Psychology in Practice",
issn = "0266-7363",
number = "1",

}

TY - JOUR

T1 - Evidence for the efficacy of systemic models of practice from a cross-sectional survey of schools' satisfaction with their educational psychologists

AU - Boyle, James

AU - Mackay, Tommy

PY - 2007/3

Y1 - 2007/3

N2 - A follow-up cross-sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety-one of the primaries (81%) and 21 of the secondaries (87%) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70% of head teachers valuing the input of their school's psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists' practice and in schools' expectations, with significant and highly-valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered.

AB - A follow-up cross-sectional survey of the involvement of educational psychologists in pupil support in mainstream primary and secondary schools was conducted using questionnaires employed in a study carried out 10 years previously. The questionnaires were sent to the head teachers of 112 primaries and 24 secondaries in four education authorities. Ninety-one of the primaries (81%) and 21 of the secondaries (87%) responded. The findings reveal significantly higher levels of satisfaction with the current contributions of educational psychologists compared with the earlier surveys, with over 70% of head teachers valuing the input of their school's psychologist. While schools value, and the majority of psychologists offer, the traditional role of individual assessment, the findings also indicate changes in psychologists' practice and in schools' expectations, with significant and highly-valued increases in the number of educational psychologists involved at strategic level in primary and secondary schools and in research and development in primaries over the last 10 years. Implications for schools and for psychological services are considered.

KW - educational psychologists

KW - pupil support

KW - mainstream education

KW - primary schools

KW - secondary schools

KW - questionnaires

KW - cross-sectional survey

U2 - 10.1080/02667360601154733

DO - 10.1080/02667360601154733

M3 - Article

VL - 23

SP - 19

EP - 31

JO - Educational Psychology in Practice

JF - Educational Psychology in Practice

SN - 0266-7363

IS - 1

ER -