AuthorMorris, Yvonne Paula.
AdvisorMishra, Shitala P.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThis study explored the training and professional practice of school psychologists in Sweden. A survey of Swedish school psychologists was conducted with data gathered by means of a questionnaire, the Swedish School Psychology Questionnaire (SSPQ). Data analyses focused on the demographic characteristics, training, and professional practices of Swedish school psychologists. An analysis of the differences between training and professional practice, and a discussion of professionalization and professional attitudes of Swedish school psychologists, were also included. Survey findings indicated that there was no special training for school psychologists, and that the majority of school psychologists had the equivalent of a master's level degree in psychology. Rankings of the importance of various role functions during training and professional practice were also compiled. With few exceptions, t test analyses indicated significant differences in the relative importance of these role functions during training and practice. An analysis of the correlations between school psychologists' rankings of the more global role functions of assessment, treatment, consultation, organizational development, and research during their respective training, professional practice, ideal job, and perceived level of competence, reveal weak relationships between these four conditions, with the lowest correlation being between training and current job. Attitudes of professional autonomy, as well as findings on training, practice, and professional memberships and journal subscriptions suggest that Swedish school psychologists meet the criteria of a professional. Analysis of one year and five year career plans indicated that although most school respondents see themselves working as a school psychologist in the short term, only 45% anticipated working as a school psychologist in five years, with the majority of those leaving the field indicating that they intend to seek employment as a psychologist in a non-school setting. The results were discussed in relation to studies of school psychologists in other countries, particularly the United States. Limitations of the present study were discussed, as were topics for future research.
Degree ProgramEducational Foundations and Administration