The Development and Distinction of Emerging School Professionals: Boundary Work of Guidance Counselors and School Psychologists

School professionals, particularly school counsellors and school psychologists, require detailed knowledge of many important factors that contribute to the personal, academic, and vocational development of the students in their charge (e.g., psychosocial development, curricula developments, local community developments and initiatives, national and international policy developments). The amount of detail and knowledge required by school counsellors/psychologists is bewildering, even before consideration of the individual differences in those who require their help. A framework can provide school professionals with a parsimonious approach to organising, synthesising and understanding all the information that needs to be considered in relation to a child within a particular environment. The current article reviews and comments upon the usefulness of two such theoretical frameworks — Bronfenbrenner's ecological model (1979, 1989) and Spiel, Reimann, Wagner, and Schober's (2008) Bildung-Psychology approach — to an exploration and understanding of a common issue; namely, bully/victim problems among school pupils. It is argued that such ecological/systemic approaches could usefully inform the design and evaluation of future efforts to address school bullying and violence. By extension, we propose that the simplicity of such models is of great value to the school professional who seeks a framework that can guide them in their work.

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A survey of Nebraska high school guidance counselors concerning student recruitment in dental education

Journal of Dental Education ◽

10.1002/j.0022-0337.1992.56.10.tb02690.x ◽

1992 ◽

Vol 56 (10) ◽

pp. 693-695

Author(s):

JW Stockstill ◽

S Gilmore ◽

CG Kuster

Keyword(s):

High School ◽

Dental Education ◽

Guidance Counselors ◽

Student Recruitment ◽

School Guidance

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Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1703.230 ◽

1986 ◽

Vol 17 (3) ◽

pp. 230-240 ◽

Cited By ~ 10

Author(s):

Lou Tomes ◽

Dixie D. Sanger

Keyword(s):

Public Schools ◽

School Psychologists ◽

Elementary School Principals ◽

Team Member ◽

Interdisciplinary Team ◽

Survey Study ◽

Language Programs ◽

Team Members ◽

Positive Attitudes ◽

State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

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Language and Behavior Disorders in School-Age Children: Comorbidity and Communication in the Classroom

Perspectives on School-Based Issues ◽

10.1044/sbi13.4.111 ◽

2012 ◽

Vol 13 (4) ◽

pp. 111-119 ◽

Cited By ~ 3

Author(s):

Alexandra Hollo

Keyword(s):

Language Impairment ◽

Mental Health Problems ◽

Language Disorder ◽

School Age Children ◽

School Age ◽

Social Emotional ◽

Behavioral Support ◽

School Professionals ◽

Development Characteristic ◽

And Behavior

Language development is the foundation for competence in social, emotional, behavioral, and academic performance. Although language impairment (LI) is known to co-occur with behavioral and mental health problems, LI is likely to be overlooked in school-age children with emotional and behavioral disorders (EBD; Hollo, Wehby, & Oliver, in press). Because language deficits may contribute to the problem behavior and poor social development characteristic of children with EBD, the consequences of an undiagnosed language disorder can be devastating. Implications include the need to train school professionals to recognize communication deficits. Further, it is critically important that specialists collaborate to provide linguistic and behavioral support for students with EBD and LI.

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