Skip to main content
SpringerLink
Log in

‘What’s the Score’ with School Psychology

Do we carry on regardless or is there any added value?

  • Chapter
Psychology in Education

Part of the book series: Bold Visions in Educational Research ((ICIE))

  • 1793 Accesses

Abstract

The science of psychology has many varied divisions and strands under which the noble profession is viewed through diverse lenses. Generally, people seem to have an interest in psychology and seek opinions from the psychologist on various topics from philatelism to pilates.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 49.99
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Annan, J., & Priestley, A. (2012). A contemporary story of school psychology. School Psychology International, 33(3), 325–344. doi:10.1177/0143034311412845

    Article  Google Scholar 

  • Archwamety, T., McFarland, M., & Tangdhanakanond, K. (2009). How important are roles/functions of school psychologists and who should substitute for them in their absence?: Comparing Thai and American Students’ perceptions. School Psychology International, 30(3), 255–264. doi:10.1177/0143034309106498

    Article  Google Scholar 

  • Bell, H. D., & McKenzie, V. (2013). Perceptions and realities: The role of school psychologists in Melbourne, Australia. The Australian Educational and Developmental Psychologist, 30(1), 54–73. doi:10.1017/edp.2013.1

    Article  Google Scholar 

  • Blum, C., & Bakken, J. P. (2010). Labeling of students with disabilities: Unwanted and not needed. In F. E. Obiakor, J. P. Bakken, & A. F. Rotatori (Eds.), Current issues and trends in special education: Identification, assessment and instruction (pp. 115–125). Bingley, UK: Emerald Group Publishing Limited. doi:10.1108/S0270-4013(2010)0000019011

    Chapter  Google Scholar 

  • Boyle, C. (2013). Labelling in special education: Where do the benefits lie? In A. Holliman (Ed.), The routledge international companion to educational psychology (pp. 213–221). London, UK: Routledge.

    Google Scholar 

  • Boyle, C. M. (2007a). An analysis of the efficacy of a motor skills training programme for young people with moderate learning difficulties. International Journal of Special Education, 22(1), 11-24.

    Google Scholar 

  • Boyle, C. (2007b). The challenge of interviewing adolescents: Which psychotherapeutic approaches are useful in educational psychology? Educational and Child Psychology, 24(1), 36–45.

    Google Scholar 

  • Boyle, C., & Lauchlan, F. (2009). Applied psychology and the case for individual casework: some reflections on the role of the educational psychologist. Educational Psychology in Practice, 25(1), 71–84. doi:10.1080/02667360802697639

    Article  Google Scholar 

  • Boyle, C., & Lauchlan, F. (2013). A comparative overview of Educational Psychology across continents. In A. Holliman (Ed.), The routledge international companion to educational psychology (pp. 31–40). London, UK: Routledge.

    Google Scholar 

  • Burnham, S. (2013). Realists or pragmatists? Reliable evidence and the role of the educational psychologist. Educational Psychology in Practice, 29(1), 19–35. doi:10.1080/02667363.2012.734277

    Article  Google Scholar 

  • Danziger, K. (1990). Constructing the subject: Historical origins of psychological research. Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Duhaney, L. M., & Salend, S. J. (2010). History of special education, In P. Peterson, E. Baker & B. McGaw (Eds.), International Encyclopedia of education (3rd ed., pp. 714–720). Oxford: Elsevier. doi:10.1016/B978-0-08-044894-7.01154-4

    Chapter  Google Scholar 

  • Farrell, P. (2010). School psychology: learning lessons from history and moving forward. School Psychology International, 31(6), 581–598. doi:10.1177/0143034310386533

    Article  Google Scholar 

  • Gillam, B. (1978). The failure of psychometrics. In B. Gillham (Ed.), Reconstructing Educational Psychology (pp. 82–96). London, UK: Croom Helm.

    Google Scholar 

  • Hernshaw, L. S. (1979). Cyril Burt, psychologist. London, UK: Hodder and Stoughton.

    Google Scholar 

  • Jimerson, S. R., Graydon, K., Yuen, M., Lam, S. F., Thurm, J. G., Klueva, N., Coyne, J., Loprete, L. J., Phillips, J., & the ISPA Research Committee (2006). The International School Psychology Survey. Data from Australia, China, Germany, Italy and Russia. School Psychology International, 27(1), 5–32.

    Google Scholar 

  • Jimerson, S. R., Oakland, T. D., & Farrell, P. T. (Eds.). (2007). The handbook of international school psychology. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Jimerson, S. R., Skokut, M., Cardenas, S., Malone, H. & Stewart, K. (2008a). Where in the world is school psychology? Examining evidence of school psychology around the globe. School Psychology International, 29(2), 131–144.

    Article  Google Scholar 

  • Jimerson, S. R., Graydon, K., Skokut, M., Alghorani, M. A., Kanjaradze, A., Forster, J., & the ISPA Research Committee. (2008b). The international school psychology survey. Data from Georgia, Switzerland and the United Arab Emirates. School Psychology International, 29(1), 5–28.

    Google Scholar 

  • Jimerson, S. R., Stewart, K., Skokut, M., Cardenas, S., & Malone, H. (2009a). How many school psychologists are there in each country of the world? International estimates of school psychologists and school psychologist-to-student ratios. School Psychology International, 30(6), 555–567.

    Article  Google Scholar 

  • Jimerson, S. R., Annan, J., Skokut, M., & Renshaw, T. L. (2009b). Educational psychology in New Zealand. Results of the 2006 international school psychology survey. School Psychology International, 30(5), 443–455.

    Article  Google Scholar 

  • Jimerson, S. R., Alghorani, M. A., Darweish, A. H., & Abdelaziz, M. (2010). School psychology in Egypt. Results of the 2008 international school psychology survey. School Psychology International, 31(3), 219–228.

    Article  Google Scholar 

  • King, E., & Kellock, I. (2002). Creating a solution-focused counselling team. Educational Psychology in Practice, 18(2), 104–111.

    Article  Google Scholar 

  • Klassan, R. M., Neufield, P., & Munro, F. (2005). When IQ is irrelevant to the definition of learning disabilities. Australian school psychologists’ beliefs and practices. School Psychology International, 26(3), 297–316.

    Google Scholar 

  • Lauchlan, F. (2012). Improving learning through dynamic assessment. The Australian Educational and Developmental Psychologist, 29(2), 95–106. doi:10.1017/edp.2012.13

    Article  Google Scholar 

  • Lauchlan, F., & Boyle, C. (2007). Is the use of labels in special education helpful? Support For Learning, 22(1), 36–42. doi:10.1111/j.1467-9604.2007.00443.x

    Article  Google Scholar 

  • Lipsky, M. (1980). Dilemma of the individual in public services. New York, NY: Russell Sage Foundation.

    Google Scholar 

  • Lipsky, M. (2010). Street-level bureaucracy: Dilemmas of the individual in public services (updated ed.). New York, NY: Russell Sage Foundation

    Google Scholar 

  • MacKay, T. (2002). Discussion paper – The future of educational psychology. Educational Psychology in Practice, 18(2), 245–253

    Article  Google Scholar 

  • Nixon, M. (1976). Educational psychology: An optimistic view. Australian Psychologist, 11(1), 65–71.

    Article  Google Scholar 

  • Norwich, B. (2013). Understanding the profession of educational psychology in England: Now and in the Future. The Australian Educational and Developmental Psychologist, 30(1), 36–53. doi:10.1017/edp.2013.7

    Article  Google Scholar 

  • Rayner, S. (2013). Problematising style differences theory and professional learning in educational psychology. The Australian Educational and Developmental Psychologist, 30(1), 13–35. doi:10.1017/edp.2013.2

    Article  Google Scholar 

  • Resnick, L. B. (1979). The future of IQ testing in education. Intelligence, 3(3), 241–253. doi:10.1016/0160-2896(79)90020-5

    Article  Google Scholar 

  • Seligman, M. E. P. (2007). The optimistic child. A proven program to safeguard children against depression and build lifelong resilience. New York, NY: Houghton Mifflin.

    Google Scholar 

  • Toland, J., & Carrigan, D. (2011). Educational psychology and resilience: New concept, new opportunities. School Psychology International, 32(1), 95–106.

    Article  Google Scholar 

  • Toland, J., & Boyle C. (2008). Applying cognitive behavioural methods to retrain children’s attributions for success and failure in learning. School Psychology International, 27(3), 286–302. doi:10.1177/0143034308093674

    Article  Google Scholar 

  • Topping, K., & Lauchlan, F. (2013). Educational psychologists as researchers. The Australian Educational and Developmental Psychologist, 30(1) 36–53. doi:10.1017/edp.2013.7

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Education, University of New England, United States

    Christopher Boyle

Authors
  1. Christopher Boyle
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. The Victoria Institute, Victoria University, Melbourne, Australia

    Tim Corcoran

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Sense Publishers

About this chapter

Cite this chapter

Boyle, C. (2014). ‘What’s the Score’ with School Psychology. In: Corcoran, T. (eds) Psychology in Education. Bold Visions in Educational Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-566-3_6

Download citation

Publish with us

Policies and ethics

Search

Navigation