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.

Meroni, C., Fagnani, L., Confalonieri, E., Baventore, D., Velasco, V. (2021). The italian school psychologists’ role: A qualitative study about professional practices and representations. EUROPEAN JOURNAL OF INVESTIGATION IN HEALTH, PSYCHOLOGY AND EDUCATION., 11(4), 1134-1155 [10.3390/ejihpe11040084].

The italian school psychologists’ role: A qualitative study about professional practices and representations

Meroni, Claudia
Primo
;
Velasco, Veronica
Ultimo
2021

Abstract

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.
Articolo in rivista - Articolo scientifico
Professional role; School organisation; School practices; School psychologists; School psychology; Whole-school approach;
English
2021
11
4
1134
1155
open
Meroni, C., Fagnani, L., Confalonieri, E., Baventore, D., Velasco, V. (2021). The italian school psychologists’ role: A qualitative study about professional practices and representations. EUROPEAN JOURNAL OF INVESTIGATION IN HEALTH, PSYCHOLOGY AND EDUCATION., 11(4), 1134-1155 [10.3390/ejihpe11040084].
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/10281/345200
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