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如果您认为学校心理学家将大部分时间都花在辅导学生上,请三思。客座博客作者安吉·麦金太尔(Angie McIntyre)在工作中遮蔽了三名学校心理学家,并分享了他们的生活细节。


卡罗琳 works in a wealthy suburban school district, at an elementary school that houses grades 3 through 5. For the current school year, she has been assigned to work as an intervention specialist, with an intended focus on supporting students in the general education setting.


She arrives at work 准时, but every last parking space in the lot is taken. 快速浏览一下仪表板时钟,您会发现两个选择:她可能开会迟到,或者可以在禁止进入的区域四处停车。她将车轮向右猛拉,并越过了限制区域,认为值得遭受保管人的愤怒。

She hustles inside the school, hair wet, eyes tired, and throws her bag down as she greets her first customer of the day, a 特殊教育 teacher. After a brief moment of niceties, they launch right into it: Two of the teacher’s new students are struggling. Not struggling in the sense that they are a little behind in reading or math, but struggling in the sense that they have severe cognitive impairments and their highly specialized programming isn’t meeting their needs. The skilled, caring teacher is out of ideas, and she needs 卡罗琳’s help. Statements of frustration like “I shouldn’t have to deal with this,” and, “This kid should know better,” escape the typically sunny teacher’s mouth.




For the next ten minutes, 卡罗琳’s morning continues as planned. She and the teacher discuss creative ways for keeping the students engaged, encouraging socialization and improving motor skills. It is a productive conversation, in which 卡罗琳 carefully walks the fine line of trusted adviser, sympathetic colleague, and pep-talk deliverer. The meeting will create hours of additional work for 卡罗琳—she will have to conduct observations in the students’ classroom, make the necessary changes to their daily schedules, and follow up with multiple service providers—but she feels good about the small amount of progress the students have made thus far.

Time to make some phone calls. 卡罗琳 has been asked to start some new social skills groups, but difficulty in getting parent permission has delayed everything by a few weeks. Most parents won’t be available for phone calls at this time of the morning, but she has to give it a shot—she loves teaching the groups, and she wants to make sure they actually happen. 卡罗琳 is not naïve—she knows that teaching social skills is a daunting task, that behaviors practiced in small groups often fail to translate to the classroom. But she’s excited about a new curriculum she’s piloting, and she hopes she can teach the students how to make a friend or two.



卡罗琳’s office mate—a counselor who spends much of her time playing the role of social worker—reflects that things are particularly crazy at the school right now, due to the sharp increase of new students with highly intensive needs. In a twist of irony, another teacher arrives in 卡罗琳’s office just then to discuss an acceleration case. The student’s family is convinced she is too bright for her classroom, and they are demanding she be moved ahead a grade. 卡罗琳 will need to call the family and remind them of the team’s decision not to accelerate the student the previous year, a decision based on extensive data.


她失去了大部分时间,但也取得了很多成就, 在后台发挥她的魔力,以便老师可以在第一线帮助学生。


Over the next hour, 卡罗琳 hammers away at her laptop, attempting to cobble together an email explaining the plan for the ASD student she’s never met. The email should only take ten minutes to write, but 卡罗琳 is constantly interrupted. A third grader wanders in and begins rummaging through 卡罗琳’s office, mumbling something about a broken water bottle. Teachers continue to stop by to discuss students, to search for sensory fidgets and paperwork, to ask quick questions. A student comes in to give 卡罗琳 a hug, which she readily accepts.

By the time 卡罗琳 finishes the email, she has lost a significant part of her day, as well as her opportunity for calling parents about the social skills group. But she has also accomplished a great deal—she has calmed an anxious student and set her up for a positive day. She has developed and communicated a streamlined plan that will help another student be safer and more productive at school. She has supported her friends and colleagues in their efforts, working her magic in the background so they can help the students on the front lines.



艾莉森 is a school psychologist in a large, urban school district whose students come from a wide variety of socioeconomic, cultural, and racial backgrounds. She splits her time between an elementary school with close proximity to a major university, and a high school located in a low-income neighborhood with a historically high rate of violent crime.


她深吸一口气,一遍遍厚重的笔记和评估协议, 默默地责骂自己,她没有及时开会准备报告。她原本希望早点到达,但是托儿服务的下车有点坎bump。婴儿在精心挑选的有史以来第一天照看的衣服上发生了井喷,就像她两岁的哥哥对着装的前景融化了一样。但是,像许多教育工作者一样,她将不得不关闭自己的孩子的需求,并至少在接下来的八个小时内专注于其他人的孩子。




Thank goodness the elementary school is still relatively quiet. She can prepare without interruption, review the results of her testing and search for research-based interventions for anxiety. She will be meeting with a team of educators and a student’s mother to discuss the results of a complex 特殊教育 evaluation. The team would like to dismiss the child from special ed and support her in other ways, a process that can be terrifying for parents. 艾莉森 has rearranged her entire schedule to be at the meeting, knowing it will require the perfect balance of data-sharing, empathy, and encouragement. She practices what she will say, checks her notes one more time, and arrives at the conference room only to discover the mother has cancelled the meeting at the last minute. Argh.


艾莉森 grabs her bag and forces herself not to glance at her baby’s empty car seat as she sets off for her other building. She spends the next thirty minutes driving to the inner-city high school where she works, the one that recently made headlines when a loaded gun was discovered there. The building has no metal detectors, but 艾莉森 hopes her office’s basement location will protect her from the violence and gang activity that have been a serious problem in the school this year.

The basement locale doesn’t keep her safe from mice, however, and she shrieks as one crawls out from behind her computer. She seeks out a colleague for support, a speech/language clinician who reassures her by 在做 an “anti-mouse dance” and extolling the virtues of rat poison. 艾莉森 is now two-and-a-half hours into her workday. She hasn’t accomplished as much as she would have liked, but at least her adrenaline is flowing.

Next, she ventures upstairs to help monitor the hallways between classes. At 5’3” in heels, 艾莉森 is shorter than most of the students, but she does her best to seem tall and authoritative. After an incident-free passing time, she stops by the office and quietly rejoices when she finds completed checklists awaiting her. (School psychologists have to walk a fine line between gentle encouragement and outright harassment for completed questionnaires from teachers and parents; reminder phone calls, cheerful notes, verbal threats, and leftover Halloween candy are all employed regularly with varying degrees of success.) Jealously guarding the prized forms, she heads back to the bowels of the school to catch up on some email.

For the next half hour, 艾莉森 engages in an incredibly boring phone discussion about how to score an adaptive behavior assessment. It’s the kind of phone call psychologists put off because they know it will take forever and the short-term payoff will be minimal. But in the long run, the conversation will inform decisions about whether or not students qualify for extra support. And as the “gatekeepers of 特殊教育,” psychologists like 艾莉森 are expected to have this kind of arcane information at their fingertips.

艾莉森 spends the next few minutes multi-tasking—she checks her email, keeps an ear out for emergencies on the school walkie, and gets out the old breast pump to take care of new mother business. (Allison is lucky in this regard—her basement office affords her privacy for pumping that many classroom teachers would die for.)

So far, 艾莉森’s day has gone uncommonly smoothly. She hasn’t been called to any crisis situations, no one has popped by her office with urgent questions, and she has generally stayed on schedule. She attributes her good luck to the fact that she only recently returned from maternity leave, and her colleagues haven’t gotten used to relying on her again. 她向自己承认,她实际上并不介意有紧急的打扰; 紧急中断往往会使工作保持新鲜感。


她向自己承认,她实际上并不介意有紧急的打扰; 紧急中断往往会使工作保持新鲜感。


Now 艾莉森 clicks open an email she’s been avoiding, one from a special ed teacher who works with students with significant cognitive delays. The teacher is concerned about the plan 艾莉森 helped develop for a student whose problem behaviors include swearing, threatening, and hitting staff and students. The teacher doesn’t think the expectations for the student are high enough, and says the plan isn’t fair to the rest of her students. Reading between the lines, 艾莉森 infers that the teacher is sick and tired of dealing with the kid, and she wants him out of her classroom for good. Situations like this are one of the toughest parts of the job because they force psychologists to play the bad guy. While she knows the teacher is stretched and stressed, 艾莉森 has to advocate for the student.

After consulting with one of the school’s social workers, 艾莉森 writes a carefully worded response to the teacher, validating her concerns, thanking her for her help and patience, and explaining that it will take time for the student’s behavior to improve. Taking the utmost care not to upset the hardworking, overtired teacher, she asks another psychologist to review the email before ultimately sending it off.

Because 艾莉森’s day has been a calm one, she allows herself fifteen minutes to eat lunch away from her desk. As she scarfs down a turkey sandwich, she chats with the school social worker—her closest ally and sometimes therapist—about life outside of work. Then it’s back to her dark, educational overlord, the personal computer. In some sense, the opportunity to respond to email and work on reports during the school day is a luxury; still, 艾莉森 would rather spend her time working with kids and teachers, and she wishes she didn’t have so much pressing communication withering away in her inbox. Most of the duty day has come and gone, and she has yet to make contact with an actual student.

Next, 艾莉森 opens Google Docs to view a professional development plan she recently drafted for the team she leads. The group has adopted the lofty and potentially frustrating goal of improving interventions for failing students. Staff members at the school—like those at most schools—are frustrated with the intervention process, and continue to see it as a waste of time, a hurdle between struggling kids and 特殊教育 services. If 艾莉森’s team can solve this problem, they deserve a medal.




艾莉森 has a few spare minutes, which she uses to write up a last-minute evaluation report. The report is a sixteen-page document chock full of data detailing a student’s strengths and difficulties, data which she and the 特殊教育 team have collected over the previous six weeks. While her job includes a heavy load of 特殊教育 evaluations and reports, 艾莉森 often puts such tasks off in favor of more urgent ones. As she types, she briefly wonders whether this particular report will make any difference in the life of the student. Then she shakes her head and reminds herself that all the data collected, all the progress monitored, and all the time invested are a psychologist’s way of ensuring students get the service and support they so desperately need.

艾莉森’s heavily administrative day ends on a positive note, at a staff meeting where the principal addresses the difficult climate at the school. While she expects this meeting to be depressing and frustrating, 艾莉森 is struck by the new principal’s willingness to listen and respond to staff concerns; she also appreciates his admission that he has made mistakes in his handling of the situation.

The meeting ends, and 艾莉森 takes a moment to reflect that she has just finished a pretty good day’s work. She has laid the groundwork for the next few weeks: Now reports can be written, interventions implemented, and the school may even be a little safer. Still, she wishes she had gotten in some face-to-face time with students and teachers.

Before packing up and heading out, 艾莉森 takes a quick peek at her schedule for the next day, and she smiles to herself. Tomorrow, she sees, will be a people day. Tomorrow, she will chat with a favorite student about his post-high school plans. She will help another student address some problems she’s been having with anxiety. She will consult with her favorite team of teachers about building bridges between school and home for struggling students.



贾斯汀(Justine)在第一环郊区的一个中等规模的学区练习学校心理。她将自己的时间分散在儿童早期教育和另类的高中(AHS)之间,两者都位于同一社区大楼内。贾斯汀(Justine)的学生是学区的代表,该学区具有广泛的社会经济,种族和文化背景。 AHS还容纳了大量英语能力有限的新近难民。


贾斯汀(Justine)在早上7:30打开办公室的门,几乎没有注意到那令人毛骨悚然的地方, 真人大小的娃娃坐在椅子上,一半被等待审查的文件所覆盖。这个洋娃娃穿着连帽运动衫,牛仔裤和一双脱掉网球鞋的鞋子,而贾斯汀的办公室伙伴(这是一名特殊的教育老师,利用幽默在恶劣的工作环境中保持积极向上)将自己的脸贴在洋娃娃上。贾斯汀想以自己的恶作剧来回报她,但今天的时间表不允许这样做。



贾斯汀 留下了一些未答复的电子邮件供以后使用,他参加了一次会议,讨论教育中最热门的一项举措-积极行为干预&支持(PBIS)。对于大多数学校员工来说,PBIS既是福也是祸-它需要大量的前期工作,但是如果正确实施,它可以为学校的氛围和士气带来奇迹。作为另类高中的心理学家,贾斯汀(Justine)领导PBIS团队。在今天的会议上,她向她的同事介绍了办公室推荐工作的数据。数据的目的是为了庆祝成功并指出需要改进的地方,但是今天的老师们(艰苦奋斗,精打细算)正努力保持积极的态度。取而代之的是,他们将会议用作关于学生行为的宣讲会。贾斯汀给他们一些时间和空间来分享他们的挫败感。然后她英勇地尝试使会议重回正轨。在她十年的实践中,她了解到欣赏问题很少能解决问题。


她想从事更积极的工作 与幼儿学生,家庭和工作人员在一起,但危机管理始终比预防更重要。













哥本哈根将只需要等待。 ♦


加入教育学崇拜邮件列表 并获取每周的提示,工具和灵感—快速,一口大小的包装—所有这些都旨在使您的教学更加有效和有趣。谢谢你’免费获得一份电子手册, 20种将评分时间缩短一半的方法, 这帮助了成千上万的教师减少了评分时间!



  1. 克里斯汀·班布里奇(Christine Bainbridge) 说:

    太好了!一世’m our district’SLP和我们的学校心理学家是我们团队的重要组成部分。这篇文章听起来很像我们的心理’的一天。本文对那些认为所有学校心理学家的人都做出了很好的回应’s是测试孩子。做得好!

  2. 莫妮卡·努普(Monica Knuppe) 说:

    Does it occur to anyone else, that we spend more time documenting than 在做?

  3. 是的这无疑说明了 ’是吗?我想知道是否有人在努力简化文档编制流程?‘doing’ can happen!

  4. 塔玛拉·史里克(Tamara Schrick) 说:


  5. 丽芙 说:


  6. 我在三个州的学校心理学家工作了20多年。我负责所描述的许多功能,但是我大部分时间用于老师咨询,学生观察,学生评估以及与父母和老师的会议。它没有’留出大量时间来编写综合报告。这必须在晚上完成。要求很高,但我喜欢其中的每一分钟,从不后悔做出这样的选择作为职业。自退休以来,我非常想念它!

    • 考特尼·墨菲 说:

      您好,我叫Courtney Murphy。我有兴趣成为一名学校心理学家。由于您在多个州都有丰富的经验,所以我想知道是否可以收到您的电子邮件来问您几个问题?

  7. 黛安·奥尔森(Dianne Olson) 说:


    • 卡里 说:


  8. 匿名首选 说:

    每位学校心理学研究生和每位课堂老师都必须阅读该书!作者如此尊敬地钉住了“what we do” and the “how we feel about it”,包括关于如何度过有限和延长时间的艰难的每日选择–以及关于我们是否应该继续在这一领域上的更大的想法。非常感谢你们的分享!

    • 科林 说:


  9. 潘妮·邓格勒 说:

    不要成为沮丧者,但是如果“Caroline”上班,所有地点都被拿走了,她真的“on time”她的头发为什么湿了?我是一个在时间管理上苦苦挣扎的人,但如果您在学校,我已经找到了一名老师“on time”你晚了。我确实得到了我的师父 ’,但我最终将其用作获得特殊教育证书的起点,因为我认为教育中最有意义的部分实际上是每天与学生见面。在我看来,许多学校心理学家分散得太薄,不足以产生真正的影响,我最终按照文章所说的去做,干预危机并等待从未发生过的会议。我发现这很令人沮丧。

  10. 这太棒了!一世’我是学校心理学课程的二年级学生,看到这个帖子让我更兴奋地进入这一领域!感谢分享!

  11. 罗斯 说:

    文章相当准确。一世’ve been “psyching”25年。一开始我基本上是一名心理计量学家,然后是ADHD,现在是自闭症患者。评估越来越全面,当然很耗时–如果您进行了彻底的评估。麻烦的是,管理员可能会听取您的其他工作要求,但不幸的是,在雇用其他资源方面并没有完成太多工作。因此,随着需求的增加,必须付出一些努力…这意味着评估的某些质量将受到负面影响。评估的数量在增加,执行评估的时间也在增加 and more as additional investigation, assessment, parent interviews, report writing and educational planning. This was the first year I was “被指责为做得不够” and I wasn’t唯一的。全天进行测试和咨询,随着需求和数字的不断增长,在晚上和周末编写报告… they increase. Don’不要误会我,我喜欢我的工作’只是期望变得不切实际,工作满意度对我和我与之交谈的其他人正在下降。几年前,我开始“blue collar” business of my own and within 3 years I was making more money in a month than an entire school year as a psychologist. Honestly, the job demands of 心态 far exceed those of my side business and it pays considerably less. Why do I stay? Because I feel like I make a difference and believe I am good at my job. How long will I continue to stay? That depends on how thin admin stretches me, blames me for not peddling faster in lieu of actually with the situation as a resource allocation issue. I’我很确定管理员没有’意识到我们为自己的技能所付的钱不是’与我们的教育水平和工作职责相称。恕我直言,该行业需要更多的学校心理学家,以便为学生和家庭提供更好的服务,而不会经常因评估,报告,咨询等而急于求成。我是否会在25年前建议自己重新选择这种方法?

  12. 罗斯 说:

    文章相当准确。一世’ve been “psyching”25年。一开始我基本上是一名心理计量学家,然后是ADHD,现在是自闭症患者。评估越来越全面,当然很耗时–如果您进行了彻底的评估。麻烦的是,管理员可能会听取您的其他工作要求,但不幸的是,在雇用其他资源方面并没有完成太多工作。因此,随着需求的增加,必须付出一些努力…这意味着评估的某些质量将受到负面影响。评估的数量在增加,执行评估的时间也在增加…并且还需要进行其他调查,评估,家长访谈,报告撰写和教育计划。这是我第一年“被指责为做得不够” and I wasn’t唯一的。全天进行测试和咨询,随着需求和数字的不断增长,在晚上和周末编写报告… they increase. Don’不要误会我,我喜欢我的工作’只是期望变得不切实际,工作满意度对我和我与之交谈的其他人正在下降。几年前,我开始“blue collar” business of my own and within 3 years I was making more money in a month than an entire school year as a psychologist. Honestly, the job demands of 心态 far exceed those of my side business and it pays considerably less. Why do I stay? Because I feel like I make a difference and believe I am good at my job. How long will I continue to stay? That depends on how thin admin stretches me, blames me for not peddling faster in lieu of actually dealing honestly with the situation as a resource allocation issue. I’我很确定管理员没有’意识到我们为自己的技能所付的钱不是’ 一世’让你回答这个问题。

    • 周杰伦 说:


      • 艾格尼丝·科瓦列维奇(Agnes Kowalewicz) 说:


  13. 感谢您分享。有趣的是,了解学校心理学家如何从学校转移到学校,并必须针对不同的学生和情况来调整他们的工作。它确实显示了学校心理学中每天忙碌而艰苦的工作。

  14. 杰斯 说:


  15. 雷凯塔 说:

    我停止阅读后‘Allison’s’ story for a number of reasons. The most important reason is implicit bias. The simple fact that she works in an inner-city school seems to have her act on stereotypes and not on substantiated evidence of danger. Given the current culture, mass school shootings happen more in suburban schools and the individual behind the trigger is often a white male. 艾莉森’以权威的方式走路不会赢得她与青年的任何分。一世 ’m certain they know she does not want to be there. I really hated how the story made it seem like her life was in danger and that life as a school psych can be stressful simply for having to take on the duties in the inner city. With attitudes such as 艾莉森’s你真的在青年那里吗?还是一群具有相似身体特征和社会经济背景的年轻人得到真正的专业护理?

  16. 特里莎(Trisha) 说:

    我的评论在学校心理学的积极性中不会流行。 15年后,我最近辞职了。并共进行了30年的公共教育。一世’距离退休年龄还很遥远,但学校心理学家的工作’我不再能做些什么。我是撰写报告以吸引联邦资金的摇钱树。由于我的状态不足,我几乎没有时间进行心理健康工作,课程开发和课堂干预。即使我尝试过,行政和部门负责人的退缩也让我有发言权,就像在敌对的工作环境中一样。

    我拥有NCSP和其他专业证书,并且接受了如此多的培训,以至于感觉就像是学校改革的百科全书。可是我’除了用于特殊教育的测试和安置外,没有用于其他任何用途。 NASP建议装箱量为500-700。我有1200。


    • 特里莎(UGH)…这让我非常难过,尤其是因为我’m sure you’不孤单。测试和书面报告的需求正在从许多需要完成的真正有意义的工作中解脱出来,’绝对耗油。听起来您已经尽力而为地努力了。

    • 桑德拉 说:


    • 百合 说:


      我只有6岁才是一名学校心理学家,而且我发现了完全相同的东西。我们受过训练的工作和实际工作之间存在巨大差异。我对这一切感到厌倦。我们是如此分散。仅仅6年后,我怎么会感觉精疲力竭?在业余时间,我发现我’在其他领域寻找其他工作或硕士课程。它’s so frustrating.

  17. 艾丽莎(Alissa) 说:

    我感谢本文,并阅读了经验丰富的学校心理学家的评论。它’我正在/正在考虑学习的东西’我现在就读于社区大学的第一年,但这让我对它有更多的了解’就像。我知道我’我对倡导精神健康充满热情,但是我’我认为教书或成为学校辅导员可能与我的想法更加一致’d。一天结束时,您会感到更加满足。我们’很高兴有你们所有人,但愿情况有所不同。我不’t know if it’让我觉得自己有动力去尝试这个领域并帮助倡导变革,或者觉得我可以追求其他更好的选择…

  18. 梅尔顿 说:


  19. 山姆 说:

    I’我一直想弄清楚我想怎样做。即使我’从技术上来说,我还不是十年级的学生,我知道我真的想读心理学,而且自从我发现学校心理学是一回事以来,我对这个领域真的很感兴趣。我正在做一些研究,发现了这一点, ’我真的很高兴。它提供了关于成为一名学校心理学家的现实看法,并且我知道我现在想对一个潜在的心理学学位做些什么。谢谢!