学校与非学校环境中的博士学校心理学家：角色扩展还是身份演变？
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"这篇论文‘Expanding roles or evolving identity? Doctoral school psychologists in school vs. nonschool practice settings’发表在1995年10月的《Psychology in the Schools》期刊第32卷，作者是Rick Jay Short（宾夕法尼亚州立大学）和Susan L. Rosenthal（辛辛那提大学医学院儿童医院医学中心）。该研究关注的是博士级学校心理学家在学校环境与非学校环境中的职业角色扩展和身份演变。
文章主要探讨了两个关键问题：一是专业身份，二是职业路径，特别是针对那些在学校和非学校环境中工作的高级学校心理学家。通过调查问卷的方式，研究人员对273名接受过学校心理学训练的心理学家进行了调查，以了解他们的培训经历、工作经验以及自我认知。
尽管在培训经历和工作体验的报告中，学校环境和非学校环境工作的心理学家之间差异不大，但在两个方面他们显示出显著差异：对工作环境特征相对重要性的评价，以及对自己作为学校心理学家的身份认同感。这表明，尽管所受的教育和经历可能相似，但工作环境的不同可能会对个人的职业角色定位和自我认同产生重大影响。
学校心理学的传统定义往往与其实践场所——学校紧密相关。然而，随着领域的不断发展，学校心理学家的角色开始超越传统的界限，扩展到非学校的实践领域。这种扩展不仅反映了职业角色的多样化，也可能反映了这一专业身份的演变，即从单纯与学校相关的角色转变为更广泛的社会服务提供者。
这些发现对于理解学校心理学家的专业发展、职业满意度和职业选择的重要性具有重要意义，同时也为教育系统和心理学界提供了关于如何更好地支持和利用这些专业人士的见解。此外，这也为未来的学校心理学教育和职业规划提供了参考，以适应不断变化的实践需求和社会环境。"
Psychology
in
the Schools
Volume 32,
October
1995
EXPANDING ROLES OR EVOLVING IDENTITY?
DOCTORAL SCHOOL PSYCHOLOGISTS IN
SCHOOL VS. NONSCHOOL PRACTICE
SETTINGS
RICK
JAY
SHORT
The Pennsylvania State University
SUSAN
L.
ROSENTHAL
Division
of
Adolescent Medicine
Children’s Hospital Medical Center
University
of
Cincinnati School
of
Medicine
The purpose
of
this study was to investigate variables related to the professional identity
and career path
of
school-based vs. non-school-based doctoral-level school psycholo-
gists.
Two
hundred seventy-three psychologists trained as school psychologists com-
pleted a questionnaire developed to investigate their training, experience, and percep-
tions. Respondents differed little by employment setting (school-based vs. non-school-
based) in reports of their training
or
experiences. However, significant differences
were found among groups in two areas: ratings
of
relative importance
of
characteristics
of
employment setting, and perceived identity as a school psychologist.
For much of its history, school psychology has defined itself in terms of its practice
setting: the schools. Accordingly, most studies of the role and characteristics of school
psychologists have focused almost exclusively on those psychologists employed by schools
(e.g., Meacham
&
Peckham,
1978;
Smith,
1984).
This emphasis has possibly occurred
because early school practitioners identified themselves as school psychologists but
typically were trained in other psychology specializations
or
even other disciplines (Fagan,
1986;
Meacham
&
Peckham,
1978).
The only way
to
define school psychology in the
absence of
a
core school psychology training and identity was to include all, and only,
school-based practitioners as school psychologists.
However, this setting-based definition of school psychology may no longer reflect
the specialty accurately. Since
1970,
almost all school-based practitioners have been
trained in organized school psychology preparation programs, providing a core cadre
and identity for the field (Fagan,
1986;
Smith,
1984).
Although such training would seem
to conform most closely to school-based practice, writers in school psychology have
recently described and advocated roles and functions
of
school psychologists in non-
school-based,
or
nontraditional, practice (D’Amato
&
Dean,
1989;
Pfeiffer
&
Dean,
1988).
At the doctoral level, many practitioners opt for employment outside the schools and
may never engage in school-based practice. Thus, the field may be changing from one
of diversely prepared practitioners working in
a
standard setting to one of relatively
uniformly trained and identified (at least in terms of specialization) professionals
employed in diverse settings.
At least two interpretations might be placed on this development. Practice by school
psychologists in nonschool settings may represent an evolution of school psychology
Copies
of
the questionnaire used in the study are available upon request from the authors. An earlier
version
of
this paper was presented at the annual convention
of
the American Psychological Association.
This manuscript was developed while the
first
author was employed by the Pennsylvania State University;
his affiliation now is with the American Psychological Association.
Correspondence and requests
for
reprints should be addressed to Rick Jay Short, The American
Psychological Association,
750
First Street,
N.E..
Washington, DC
20002-4242.
296
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