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学校心理学家的一天

2015年12月19日


安吉·麦金太尔

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 心理


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

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.

 

 会议

 

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.

在Caroline甚至没有破解家庭目录之前,第二位特殊教育老师就停了下来。她想跟进本周早些时候召开的一次非常紧张的会议,这次会议是关于一名自闭症学生的举动,该举动危害了自己和他人的生命。尽管Caroline从未见过学生,但她受命主持会议。因为特殊教育老师要处理大量的学生,所以他们同意Caroline将负责会议的行政管理。在老师离开自己的教室后,Caroline叹了口气,拿出笔记本电脑。现在,由她来决定学生的日程安排,将调整的内容引导到他的行为计划,并确保无数的工作人员了解这些变化并继续进行。

对于社交技能组来说,太多了​​。

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.

并且-在保管人的要求下-她将汽车移到了可以接受的停车位。

艾莉森

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。

 

 档案

 

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.

回到她定期安排的日子。

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.

 

 文书工作

 

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.

明天是她成为学校心理学家的原因。明天将是美好的一天。

贾斯汀

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(Justine)为这个办公室提供两种截然不同的人口:刚开始接受教育的年轻幼儿和学龄前儿童,以及希望拿文凭的接近成年的学生。从技术上讲,今天是AHS纪念日,但Justine可能会像她通常那样进行两种设置。贾斯汀的婴儿和大孩子之间唯一的区别是阶梯楼梯,这在她所服务的两个世界之间没有提供太多缓冲。

她首先回答了几封电子邮件,这些邮件一整夜都在堆积。贾斯汀(Justine)扫描收件箱时,回想了NPR最近有关丹麦健康工作/生活平衡的文章,并简要地考虑将丈夫和两个小孩搬到哥本哈根。或许明年。

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。

 

会议结束后,贾斯汀找到一个学生在她的办公室里等她。学生说她怀孕了,并声称自己正在流血,因为她的母亲那天早晨踢了她。考虑到学生的健康和安全,Justine报警并解释了情况。当警察和救护车到达时,学生为她的母亲找借口,拒绝提出指控。但是,贾斯汀告诉警方,该学生以前也有过类似情况。这样可以确保一名家庭暴力顾问在学生到达医院时与她会面。紧急工作人员离开学生后,贾斯汀会更新她的同事并在这种情况下完成学区要求的文书工作。当她完成工作时,她已经将一天的两个小时投入到了意外的危机中。虽然学生的突发事件以迅雷不及掩耳之势发生,但应对它们往往是缓慢而艰巨的工作。

她试图让自己的一天回到正轨,但很快就受到需要帮助的幼儿特殊教育(ECSE)老师的挫败。贾斯汀(Justine)在老师描述一个正在打,踢和咬同伴的学生时聆听,并建议与孩子的服务提供者和家人举行团队会议。贾斯汀(Justine)在与童年时代有关的大部分时间中都从事这类对话,或评估孩子的特殊教育资格。她希望与幼儿学生,家庭和工作人员一起开展更积极的工作,但是危机管理始终比预防更重要。

 

 School-Psych-01

 

贾斯汀的工作时间从来没有足够的时间。为了解决时间限制,她玩了一个小游戏,名为“将日历上的内容四处移动”。她凝视着电脑屏幕,紧紧握住鼠标,发出嘶哑的笑声和低语,“拖,放下!拖放!”

贾斯汀开始其指定的处理期间,在此期间,她与被送往办公室的AHS学生进行谈话,以处理诸如拒绝工作和使用技术之类的低级犯罪。这段时期突然结束了,当时一位老师在教室里大声骂骂她的学生呼吁老师帮助。
贾斯汀哄骗学生进入她的办公室,并与她讨论情况。由于该学生是英语能力有限的新近难民,
贾斯汀(Justine)呼吁文化联络员提供更多支持。在联络员的帮助下,贾斯汀设法让学生平静下来,以使她完成在学校的一天,避免停课。贾斯汀(Justine)的理由是,如果学生每次发誓时都被停学,他们的AHS教室将几乎是空的。

凌晨1点45分,贾斯汀终于在桌子上度过了一段时间,检查了一个躺在令人毛骨悚然的洋娃娃腿上的文件,回复了电子邮件,然后在午餐时间塞满了东西。她余下的时间包括处理办公室转介,监督走廊,回复电子邮件以及填写表格。

贾斯汀(Justine)坦白说自己的工作日从未如愿以偿,她的工作很少能达到她期望的水平。除了时间限制和特殊教育的官僚主义外,贾斯汀和她的同事们还面临着诸如种族主义,贫困,残疾和化学使用等几乎不可逾越的障碍。

但是在她那挤满人的,不可预测的一天的过程中,贾斯汀知道她实际上已经取得了很多成就。尽管今天的回报可能并不明显,但她的辛勤工作和奉献精神将有所作为。由于今天的努力,一个脆弱的年轻女性现在知道有人在乎她的安全。一个愤怒的,边缘化的学生设法完成了上学的日子,而不是被再次踢出家门。一个专家小组已制定计划聚集在一起,以支持一个哭泣的小孩子寻求帮助。

尽管她有时会忘记,但贾斯汀(Justine)对学校的心理学充满热情,并且她擅长于此。

哥本哈根将只需要等待。 ♦

 

保持联系。
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32条留言

  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:

    作为一名学校心理学家超过15年,这个博客让我发笑,因为我看到了自己白天和晚上在家工作的倒影,但这也让我哭泣!据我所知,有很多人怀疑我们的职业选择…我经常想知道我是否有所作为?!?

  5. 丽芙 说:

    很棒的文章。作为澳大利亚的特殊教育老师,这对于在学校中担任特殊教育服务主管等职位的人来说是类似的过程。特殊教育老师还将在学校中扮演其中的一些角色,例如编写行为干预计划,与主流老师一起租赁以支持在主流班级中有特殊需求的学生。在学校中,这是极为重要的角色,而且没有学校心理学家每天的辛勤工作,大多数学生会’无处可转。

  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:

    我是一位退休的SLP(在公立学校工作超过30年)。在我的职业生涯中,我把学校心理学家视为我最好的朋友之一。他/她是一位知己,非常受赞赏的同事,并且经常依靠自己的肩膀。本文展示了心理学家在我们学校中扮演的极其宝贵但常常被忽视的角色。感谢您写的一篇很棒的文章,应该提醒我们感谢我们的同事们每天所做的重要工作!

    • 卡里 说:

      谢谢您的积极评价,作为学校的心理学家,我也衷心感谢同事们的到来。
      我对SLP也有同样的感觉’s…我们必须从同一块木头上砍下来-

  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:

      这是一本很棒的书!我刚被秋天的学校心理训练计划录取,’我对未来的前景感到既兴奋又焦虑!

  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:

      您大部分工作(城市,州)在什么位置进行?我问是因为我’我即将进入大师’SoCal和I的学校心理教育计划’我对它有很多第二念头,因为您提到的东西等等。谢谢。

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

        不要做并且,如果您确实要确保有像MFT或临床心理学家这样的备份计划。每年需求增加,但资源却没有增加。

  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:

    作为一名有抱负的学校心理学家,这篇文章确实帮助我对学校心理学家从事的各种类型的工作有所了解。该职业不仅是在辅导学生(尽管这可以是不可或缺的一部分),还包括’为所有学生创建一个健康,面向目标,以成功为导向的学习环境,无论他们是否挣扎。感谢您分享这些故事!

  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。

    I’我曾在会议上介绍过的州议会任职,曾试图为我自己的员工提供服务。但它’就像在砖墙上殴打我的头。最佳实践’甚至人们想讨论的东西。因此,试图成为一名测试人员真正使我受惠的压力很大。

    • 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:

      我很后悔成为一名学校心理学家。我们地区的比例为1:900,但它涵盖了该地区,而不是个别学校的心理学家。我为一所拥有1300名学生的高中和一所拥有100名学生的另类高中提供服务,而该地区的其他心理人士则为一所拥有400至500名学生的小学提供服务。他们一天结束后要回家。我通常在工作到晚上7点或8点。管理员不在乎。工会不在乎。糟透了如果可以的话,我会退出,因为我的情况不允许这样做。除了学校心理学家的传统测试和写作职责外,我还有许多其他职责,而且我似乎是该建筑物中唯一对特殊教育一窍不通的人。但是,如果管理员或老师不喜欢我告诉他们的话,他们基本上会攻击我,然后去找我们的导演尝试不同/更好的回应。如果她说的和我说的完全一样,他们就会完全接受。是的,这是一项可怕的工作。也许这只是我工作的地区。我不知道。

    • 百合 说:

      翠莎

      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:

    I’距离成为一名学校心理医生大约一年。知识就是力量。

  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!

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