Консультации психолога для родителей в детском саду: Консультация (подготовительная группа) на тему: Сборник консультаций педагога-психолога для родителей дошкольников

Консультация для родителей: «Почему дети обманывают?»

Ребенок обманывает. Обманывает сознательно, систематически, вдохновенно. Вы понимаете это, но не придаете должного значения. И напрасно. Сейчас еще есть время разобраться в ситуации, но завтра может быть поздно, и ситуация, на которую вы можете повлиять сегодня, завтра может стать вам неподконтрольной. Нередко в детской лжи есть четкая цель, она соответствует психологическим потребностям ребенка. Интерпретируя мир, дети учатся понимать его закономерности и нюансы. Изменяя реальность, они бессознательно защищают себя от конфликтов и тревожных ситуаций. Однако родителей должно насторожить, если ложь вошла в привычку.

Неправда дошкольников — скорее фантазии, чем преднамеренный обман. Они уже способны представить то, чего на самом деле не было, но еще не осознают, что, говоря неправду, нарушают моральные нормы. У детей дошкольного возраста происходит становление образного мышления и оно требует тренировки. Поэтому маленькие дети любят выдавать желаемое за действительное, мысленно создают себе ситуации, которые являются для них привлекательными. То есть, они не имеют сознательной цели скрыть правду.

Ребенок может говорить неправду, чтобы обратить на себя внимание взрослых. Мы постоянно заняты, мало времени проводим с детьми, зато немедленно реагируем на их негативные поступки. Ребенок, сказавший неправду, станет объектом внимания родителей на весь вечер. Вы не допускаете, что он, возможно, только этого и хотел — чтобы его наконец заметили.

Иногда дошкольник приписывает себе что-то хорошее, чтобы его похвалили. Так делают дети, которые чувствуют, что не оправдывают ожиданий родителей. Говорить неправду начинает ребенок, чьи родители предъявляют к нему различные требования: мама не разрешает иметь друга, папа — другого, а бабушка позволяет все. Как тут не запутаться? Если ребенок дошкольного возраста привирает сверстникам, он хочет создать себе ореол успешности. Такая ложь говорит о неуверенности в себе, желании самоутвердиться в кругу ровесников.

От 6 до 12 лет в детском сознании появляется граница между реальным и вымышленным. С 8 — 9 лет дети начинают понимать, что говорить неправду плохо не потому, что говорить неправду плохо не потому, что ложь не нравится взрослым, а потому, что на лжеца нельзя положиться, ему не доверяют, с ним не хотят дружить. И тем не менее есть причины, которые заставляют идти на обман.

Они так же хотят признания сверстников и боятся наказания родителей. В эти годы вся жизнь ребенка крутится вокруг успеваемости в учебе. Это настолько важно, что дети готовы идти на обман оценками, лишь бы не оказаться в глазах окружающих неудачниками.

Появляется и новая причина лжи — подражание родителям. Если мама говорит по телефону, что папы нет дома, хотя на самом деле он здесь, или учит сына: «Давай скажем, что мы забыли …» — ребенок усваивает такие модели поведения.

Подросток уже способен осознавать, что случится, если его ложь будет раскрыта. Он сознательно делает выбор: я знаю, что могу потерять уважение и доверие других, но …

Какие же причины заставляют его рисковать репутацией? Он защищает свой внутренний мир от бестактного вмешательства взрослых.

Повзрослев, дети не хотят, чтобы мы видели их переживания, расспрашивали о заветных тайнах. У детей подросткового возраста ложь нередко является формой бунта против педагогов или родителей, миру взрослых в целом.

Если мы не помогли им в детстве создать зону доверия и зону успешности, они и дальше будут кормить баснями своих друзей. Восхваление у такого подростка может превратиться в черту характера. В этом возрасте остро воспринимается двойная мораль. Взрослый становится объектом внимательного наблюдения и оценки, и если мы считаем приемлемым для себя в каких-то ситуациях кривить душой, а от подростка требуем правдивости, — он кипит от возмущения. И легко обманывает нас. Схема взаимоотношений, когда взрослый руководит жизнью ребенка, больше не пройдет.

Пришло время общаться на равных, уважать в ребенке человека. Прежде всего, уважать в подростке его внутренний мир. Да, это ваш ребенок, но уже взрослый настолько, чтобы иметь свои тайны. Не надо без разрешения трогать ее вещи, без стука входить в его комнату.

А вообще, причину детских обманов надо искать в семье, в отношении родителей и других родственников к ребенку и друг к другу, в требованиях, ожиданиях от ребенка. Иногда дети просто берут пример с взрослых. Если маме можно обманывать, то почему я должен говорить правду? Я тоже взрослый.

Застенчивые и замкнутые дети будут тщательно оберегать свои тайны. Другие — открытые и уверенные в себе — обманывать родителей будут меньше, но все равно у ребенка должно быть какое-то свое пространство, свои тайны. Он просто говорит — это моя тайна, или тайна друга. И не стоит его расспрашивать (за исключением случаев, когда надо помочь разобраться в ситуации). Чтобы ваш ребенок не врал, и не было других негативных форм поведения, в семье должны воцариться доверие и партнерские отношения.

Если он в чем-то ошибся, не стоит его бездумно наказывать за ошибки. Просто сядьте вместе и проанализируйте их с позиции дружбы, опыта старшего. Спросите ребенка: «Почему ты ошибся? Какие ты из этого сделаешь выводы?» И старайтесь избегать нотаций: «А я тебе говорила», «Я так и знала», «А это потому, что ты меня не слушал» и другие. После доверительной беседы ошибка ребенка станет для него ценным даром опыта. И в дальнейшем он будет пытаться избежать такой ошибки. К тому же, в случае такого дружественного анализа неудач ребенка, ни его самоценность, ни самооценка не страдают.

Как предотвратить детский обман?

Памятка для родителей

Уже после трех лет детям просто необходимо, чтобы взрослые замечали и оценивали все их достижения. Чаще хвалите своего ребенка, уверяйте в своей любви.

Договоритесь в семье об одинаковых требованиях. Ребенок должен четко знать, что можно, а чего нет.

Чтобы ребенок уверенно чувствовал себя со сверстниками, ему нужна зона успешности, в которой он бы превосходил друзей. Что у вашего ребенка получается лучше? Может, записать его в студию танца, или в музыкальную школу?

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Можно выражать свое недовольство отдельными действиями ребенка, но не ребенком в целом. Можно осуждать действия ребенка, но не его чувства, какими бы нежелательными или неразрешенными они были. Если эти чувства появились, следовательно, для этого есть основания. Недовольство действиями ребенка не должно быть систематическим, иначе оно перерастет в его неприятие.

Будьте верны своему слову, обещаниям. Даже если есть объективные причины, и через какие-то обстоятельства вы не сумели сдержать свое обещание, не считайте недостойным для себя объяснить ребенку причину, по которой обманули его.

Будьте откровенны с ребенком. В построении правильных и честных отношений крайне важно желание ребенка быть с вами откровенным. Это желание можно и нужно стимулировать.

Постепенно, но неуклонно снимайте с себя заботу и ответственность за личные дела вашего ребенка и передавайте их ему.

Оценивайте последствия. Когда ребенок впервые говорит неправду, необходимо объяснить ему последствия этого поступка. Сделайте это без посторонних. Помощь необходима, она позволит ребенку понять, что он не один в мире, каждый поступок имеет свой ​​отзыв — положительный или отрицательный. Такое объяснение поможет ему научиться думать о будущем. Давайте возможность ребенку самому решать последствия его действий или бездействия. Только тогда он будет взрослеть, становиться «сознательным».

Наказывайте ребенка, оставляя без хорошего, а не делайте ему плохо.

Умейте прощать. Если вы ввели дома «статусные» отношения, без скидки на возраст, вы рискуете воспитать замкнутого и робкого человека. Ведь, провинившись, ребенок думает прежде всего, что его ждет неотвратимое и строгое наказание. Чувство самосохранения и желание его избежать становится определяющим фактором в поведении. И здесь ко лжи — только один шаг.

Поощряйте честность. Не оставляйте незамеченным момент, когда ваш ребенок признался вам в чем-то. Поверьте, что такие моменты в жизни ребенка очень важны. Ведь он делает свой ​​выбор. Не забудьте объяснить, в чем его ошибка, но сместите акцент на момент истины — на то, что вы гордитесь тем, что ваш ребенок растет честным человеком.

Подавайте собственный пример. Помните: ваш ребенок — это в большой степени ваш отпечаток. Вы воспитываете нечестного человека тогда, когда допускаете возможность соврать в присутствии ребенка. Иногда в этой лжи ребенку отводится определенная, пусть на первый взгляд невинная, ложь. (Например: «Подойди к телефону и отвечай, что мамы нет дома»). Этим вы закладываете фундамент для будущей лжи.

Воспринимайте ребенка безусловно. Любите его не за то, что она красивый, умный, способный, хорошо учится, помогает. Любите его просто за то, что он есть. Не избегайте шансов дать ему это почувствовать. Повторяйте чаще заветные слова: «Я тебя очень, очень люблю»!!!

Полезные советы родителям

Поговорите с ребенком о его отношении к учебе: что нравится в школе, чего боится больше всего (разочаровать вас, сделать ошибку, не получить желаемого результата).

Развивайте его познавательные интересы, его потребности в интеллектуальной активности.

Расскажите ребенку, что оценка, которую он получает не так важна, как важно то, о чем он узнает. Об оценках забудут, а знания останутся.

Отмечайте его достижения, акцентируя внимание не на оценке, а на полученных знаниях. Ребенок должен почувствовать, что не оценка играет решающую роль, а то, за что он ее получил.

Расскажите ему, как много он может узнать в школе и как интересно будет с каждым годом приобретать все новых и новых знаний.

Учите ребенка планировать свою деятельность. Если он научится ставить перед собой конкретную задачу, то это будет побуждать его к деятельности.

Поощряйте ребенка, даже если результат не будет виден сразу.

Будьте своему ребенку другом и советчиком.

90000 When consultations are needed for parents of preschool children 90001 90002 Modern attitude towards children is very differentfrom what was adopted a hundred years ago. In pre-revolutionary Russia, the teaching of children began not earlier than eight years, and up to this age they were treated as some kind of unintelligent. Now they are actively involved with children, and parents go to consultations for parents of younger preschoolers. 90003 90002 Now babies are developed from an early age, and a preschooler is already considered a person who must know a lot and be ready for school.90003 90002 At the same time parents often worry: is he ready? To dispel doubts, consultations are organized for parents of preschool children, special tests are being issued, work is carried out with a psychologist in kindergartens. Is this all necessary and what exactly should a psychologist find out for such a consultation? 90003 90002 In the presentation of parents, readiness for school is a certain set of knowledge, skills and skills. In part this is correct, but usually psychologists and parents mean completely different skills.90003 90002 Mom seems that the school child will be easierLearn, if he learns to read or write beforehand. This, of course, is fair, it will be easier to assimilate, or rather, repeat what has passed at home or in kindergarten. But if at the same time in the domestic plan the child is completely helpless, then there will be little meaning in such training. 90003 90002 Advice for parents of preschool childrenare held regularly in the kindergarten, each psychologist says that it is necessary to develop independence, play role games, learn to interact with children.But often parents remain completely deaf to this information. 90003 90002 Consultations of a psychologist for parents of preschool childrenespecially relevant in the last preschool year of the child. The school is a serious test both for kindergartners and for domestic children. The problems of both will be completely different in the school. 90003 90002 Children who have attended kindergarten have already become accustomed toto a noisy team and to classes in a group. Often they serve themselves well enough: they dress themselves without problems and watch their things.But such children do not always take a responsible approach to the learning process. In the kindergarten, all the classes were held only in the game, they did not put pressure on the child, and he can not always understand what has changed in the school. 90003 90002 Parents of domestic children are usually more concerned aboutthe school future of their child, are more likely to attend counseling for parents of preschool children with a preparatory group at school or at an early development center.90003 But children who are used to doing much at home, it is usually easy enough to master the preparation of homework. In school, they are a little more difficult. Noise and fuss confuse, but to this situation, everyone usually gets used quickly enough. 90002 Consultations for parents of preschool children are relevantIf there is no confidence in the well-being of the child at school. For example, children born in winter can go to school in six and a half, and in seven and a half years. Is the kid ready for school psychologically, is he ready for training? The psychologist will answer these questions.And in the period of adaptation and later, throughout the entire junior school, one can come to consultations for parents of junior schoolchildren. This will help to choose the right tactics of behavior in a difficult situation, to help the child competently. 90003 .90000 Why you need a psychologist in kindergarten 90001 90002 Pre-school institutions are attended by children who havedifferent levels of development, health and living in different family conditions. The distribution of children into groups is made according to the age principle, as well as taking into account the developmental disabilities of children, if the kindergarten has the status of a compensatory institution. A psychologist in the kindergarten can help to properly organize preventive, correctional and rehabilitation work with children of various categories.90003 90002 The post of psychologist can be adopteda specialist with a diploma in psychology. If a young specialist has a pedagogical education, then the number of training hours for psychological specialties should be at least 1200. A psychologist in a kindergarten should have knowledge of age and pedagogical psychology, psychosomatics, pathopsychology and other psychological disciplines. It is he who can become a specialist who will raise the level of psychological culture among all participants of the pedagogical process.His consultations with teachers and parents can be educational in nature, as well as research. Unlike educators, a psychologist in a kindergarten can develop and conduct research using psycho-pedagogical diagnostics, carry out monitoring research in groups of preschool children. 90003 90002 Under the guidance of an experienced psychologist ina practice of students of psychological specialties can be organized in the garden: educational, pre-diploma. He can also be the leader or co-author of psychological and pedagogical programs, which are implemented as additional to the education program implemented in this institution.Based on the results of project approbation and research, a psychologist can speak at city, state or international conferences, publish articles in journals and publish methodological guides for teachers. 90003 90002 The plan of work of a psychologist in kindergarten shouldinclude sections of work not only with children, but also with their parents, and with the teachers of the institution. Parents can receive expert advice, recommendations for correcting the development of the child in the early stages of the problem, and get acquainted with the norms of children’s development.Together with the parents a plan of correctional work is drawn up, with their permission psychological diagnosis of children is carried out. 90003 90002 Teacher-psychologist in kindergarten not onlyhelps to develop programs, but also conducts classes with children. With the help of fairy tales, poems, scenes and games, kids can get acquainted with different emotions, learn how to track and regulate them. In the program sections there can be topics about friendship of children, about family values, about ways of conflict resolution by children among themselves.The use of art therapy helps preschoolers get rid of stress, relax and create such pictures that cause them a sense of pleasure. The presence of a sandbox in the psychological office helps children to better understand their own inner world by creating various story stories in the sand. The specialist comments on the actions of children, directing their fantasy in a positive-developing channel. 90003 90002 The psychologist in kindergarten should constantly raiselevel of their qualifications, be aware of new regulations in the field of education and children’s rights.In the process of attestation on an equal basis with the teachers of the institution, he can get a qualification category, the level of which depends on the length of service, education and work results for the past period of work. Attestation is carried out at the workplace of a psychologist every 5 years with the aim not so much of an evaluation as of stimulating a specialist to maintain his competence in accordance with the requirements for a post. 90003 p >> .90000 School psychologist fields parents ‘queries 90001 90002 Gina Robuck, M. Ed., Is a former school psychologist, as well as an advocate and parent. She is the author of two articles on our website: one on raising teacher awareness about LD and AD / HD, and another on assessing progress on IEP goals. 90003 90002 This conversation about evaluation, IEP goals, and related topics, between Ms. Robuck and parents of children with learning and attention problems originally took place in 2006 on the parent message board hosted by Schwab Learning, formerly a program of the Charles and Helen Schwab Foundation, from 2000 to 2007.Because the topic is timeless, we feel readers will find much that is useful and important for their own parenting challenges. 90003 90002 From the broad range of conversations during the week, five topics have been selected that provide a sampling of these interesting discussions. 90003 90008 What kind of information should I provide to an independent evaluator? 90009 90002 nervmom asks: 90003 90002 If you are seeking an independent evaluation, what information would be helpful, for example, classroom work, assessments from school or report cards? Some people advise nothing in order to obtain a clear, unbiased picture, while others feel the more information the better.90003 90002 From: G. Robuck 90003 90002 In my opinion, the more information the better. If I were personally doing an independent evaluation I would request samples of work as well as copies of the child’s special education and regular education records — evaluation reports, progress reports, IEP’s, etc. as well as report cards, and group administered test scores, health record, attendance. In my opinion, all this information is very important in uncovering the mystery of why the student is having learning / behavioral difficulties and it also helps clarify the student’s learning issues as well as potential educational needs.I just do not think any evaluator can give a parent a clear, unbiased picture based on little to no information, let alone specific and appropriate recommendations. 90003 90008 How can I figure out if my son is learning at HIS grade level? 90009 90002 henleys4 asks: 90021 My son is in 7th grade learning about plates shifting and causing earthquakes, etc. My daughter is in 5th grade and is learning the same thing. How can I know that my son is learning at HIS grade level? Or do 5th graders touch on this stuff, and then learn it more in depth in later grades? Should I be concerned? 90003 90002 From: Mayleng 90003 90002 Hens, my 4th grader and 7th grader, seem to be learning the same topics as well.7th just learns it more in-depth and their tests are more difficult where they may have to venture an opinion, write more explanations etc. Both were learning the Revolutionary War in Social Studies. 4th grader has to learn the key points that’s all. 90003 90002 From: mmhm 90003 90002 Hens, It is referred to as a spiral curriculum — the idea that as the subjects come round again they are done at a different level. Although most 5th graders study American History they are not expected to achieve the depth and detail that a highschooler would.If you are concerned that the curriculum is not working well — check the grade level standards. Occasionally you will find a badly articulated curriculum where kids do dinosaurs or the solar system over and over. But in this era of state standards and state testing, it’s less likely. 90003 90002 From: G. Robuck 90003 90002 Hi Hens 90021 Mayleng and mmhm also provided good information as well. My suggestion is to get a copy of curriculum guides / expectations / standards (whatever they call it) for 7th grade students from the public school.Should you be concerned? Well, I certainly can not say no. In my experience with the kinds of educational settings your son is in, they do not cover the same curriculum content a regular education class would. Curriculum is most often presented at a slower pace with less depth and classwork / homework. But, you know I think your son should be in a regular education environment with appropriate support. 90003 90008 How can I get the school to help my child with AD / HD? 90009 90002 cmdm asks: 90003 90002 My plug … would be to cover ADHDers like my dd [daughter] who is a «504 +++» or «IEP lite» and how to navigate schools that do not «get it» — the kids who fall into borderline gray areas but can not thrive without school supports ….What kind of suggestions & guidance would you have to make it easier and the process more effective for them? 90003 90002 From: G. Robuck 90003 90002 Successful navigation depends on 3 things (of course, this is totally my opinion): 1) Understanding a little about social psychology and why school folks do the things they do; 2) Understanding ADHD and how it impacts learning, behavior, and performance in the classroom; and 3) Understanding Section 504. 90003 90002 From: healthy11 90003 90002 SO, why do you think school folks do the things they do? The other two areas have plenty of documentation for us parents to «read up on» and understand more clearly, but the first one is a puzzle to most of us … 90003 90002 From: JoiK 90003 90002 As a teacher and a mother of an ADHDer , I found that I did not know as much as I thought I did about ADHD.As a teacher, we, more or less, think that you give the child some extra room, some time to move around, and extra time to work. After my child was diagnosed, I began to read and found that I did not know as much as I thought. My job has become to educate parents and teachers as well. Fortunately for me, I have counselors who want to help these children as well. We have made it our goal to get them to the front of the room and participating in class. 90003 90008 How can I get help for my child who struggles with writing? 90009 90002 Deeyana asks: 90003 90002 I have a child who is struggling with writing sentences.All year long my child has been punished for not being able to write (hand writing is OK). In this state demands and expectations of writing are very high. And children are expected to complete all writing assignments on their own (with no help from teacher). Teachers this year did not make the effort to help my child. We try our best at home, but this is not enough. My son will be 8 years old in another 2 years. The demands on writing will not be decreasing. 90003 90002 Today my son spend his last day of school, sitting on the floor with a blank writing worksheet, while the rest of the class sat on their desk and ate cake and ice cream.This can not continue, I need to get him help. Tonight I will put in writing a long list of complaints and will turn this in with an IEE [Independent Education Evaluation] request letter by the end of the week. 90003 90002 From: G. Robuck 90003 90002 I find it very disturbing that your son has been punished for not being able to write, especially on his last day of school. How terrible for him. If you are able to get an IEE I would suggest that you request an Occupational Therapy evaluation to determine if there are deficits in your son’s fine motor skills or visual motor skills that may be interfering with his ability to write.You may also want to look into the Handwriting without Tears program at www.hwtears.com. There is also another writing program called Step up to Writing. … You can find out more information at www.stepuptowriting.com. There’s also lots of links at this URL that includes understanding dysgraphia, teaching writing skills, and technology resources for writing — www.ldonline.org/indepth/writing/writing.html. Another helpful URL is http://library.thinkquest.org/J001156/writing%20process/sl_graphic_organizers.htm? tqskip1 = 1. It has loads of information about graphic organizers and the writing process. Happy reading! 90003 90008 90067 How can I find good IEP (Individualized Education Program) goals for improving writing skills? 90068 90009 90002 cobyseven asks: 90003 90002 I am looking for decent IEP goals for writing for my 6th grader. She can write, but can not organize topics for reports. The school has included a goal for increasing content across the curriculum. What would be adequate wording for organizational writing? 90003 90002 From: dihicks6 90003 90002 I was able to get some of these into my gs ‘[grandson’s] writing objectives: 90003 90002 (STUDENT’S NAME) — IEP Goals for Writing Expression 90003 90002 BCR = Brief Constructed Response (paragraph) 90003 90002 ECR = Extended Constructed Response (multi-paragraph) 90003 90002 Long-term Goal: (STUDENT’S NAME) will construct BCR’s that address all elements of the question or rubric in an organized manner supported by appropriate detail as measured by a score of 2 on a 3 point rubric 80% of the time in each content subject class.90003 90086 90087 In all content subject classes, requiring a written response to a BCR, and provided a selection of three appropriate organizers, (STUDENT’S NAME) will choose an organizer to complete a rough draft 100% of the time on BCR assignments. 90021 90089 90087 In all content subject classes, requiring a written response to a BCR, with an organizer chosen by (STUDENT’S NAME), and with teacher check-in, (STUDENT’S NAME) will identify, appropriate supporting details and facts relevant to the topic to complete a rough draft, 100% of the time as measured by teacher checklist and work product.90021 90089 90087 In all content subject classes, requiring a written response to a BCR, with an organizer chosen by (STUDENT’S NAME), and with teacher check-in, (STUDENT’S NAME) will organize, identified supporting details and facts relevant to the topic to complete a rough draft 100% of the time as measured by teacher checklist and work product. 90089 90095 90002 Share on Pinterest 90003 90002 There are no images. 90003 90002 90101 Updated: March 8, 2016 90102 90003 .90000 School Psychologist — Roles and Functions, Employment Settings, Relationship to Special Education, Relationship to Other Pupil Personnel Workers, Training 90001 90002 School psychology is the application of psychological principles and techniques to the education of children. Drawing upon its own knowledge base and that of related fields, including clinical and educational psychology, school psychology focuses on the individual study of children’s learning and adjustment primarily in educational settings.90003 90002 School psychology originated in the late nineteenth century. Its origins are closely connected to those of special education, clinical and educational psychology, the rise of psychological science, the development of psychoeducational tests, and the implementation of special education programs in response to the needs of atypical children required to attend school under state compulsory attendance laws. 90003 90006 Roles and Functions 90007 90002 The major roles and functions of practicing school psychologists include psychoeducational assessment, consultation, interventions, research and evaluation, in-service education, and administration.90003 90002 90011 Psychoeducational assessment. 90012 School psychologists spend at least 50 percent of their time administering psychological and educational tests, conducting observations and interviews, and gathering relevant information in the assessment of students experiencing learning and adjustment problems. The assessment often includes tests of cognitive ability, school achievement, psychomotor skills, adaptive behavior, social skills, and personal-social adjustment. Such assessments also involve interviews with parents and teachers, observations in school, and inspection of school records.Each case study is summarized in a written report. 90003 90002 90011 Consultation. 90012 School psychologists spend about 20 percent of their time in consultation. This is an indirect method of providing services in which the psychologist works to alter the attitudes and behaviors of others (usually parents and teachers) to affect changes in student behavior, school curriculum, or school system policies. 90003 90002 90011 Interventions. 90012 Practitioners spend about 20 percent of their time in direct interventions, including remediation and therapy, that involve referred children.Conducted individually or in groups, these services are intended to alleviate academic and behavior problems. 90003 90002 90011 Research and evaluation. 90012 About 3 percent of practitioner time is devoted to research and evaluation. Although this is an important role for school psychologists, other priorities preclude much involvement in the design of research and evaluation projects that might better assess the efficacy of referral methods, assessment techniques, therapeutic outcomes, and the evaluation of district programs.90003 90002 90011 In-service education. 90012 Less than 3 percent of practitioner time is devoted to in-service education of district personnel or parents. This activity may be directed at many topics, including reducing systemic problems in child study and improving teaching or parenting skills. 90003 90002 90011 Administration. 90012 Modern-day services require an unusual amount of record keeping, accounting, and administrative tasks. This role may account for 5 percent of practitioner time.90003 90006 Employment Settings 90007 90002 Most school psychologists are employed in schools, colleges and universities, or private practice. 90003 90002 90011 Schools. 90012 Surveys have consistently shown that at least 80 percent of school psychologists are employed in public school settings. Perhaps an additional 5 percent are employed in related settings such as private schools, correctional schools, residential treatment centers, and boarding schools. 90003 90002 90011 Colleges and universities.90012 About 4 percent of school psychologists have their primary employment in academic settings, usually as faculty members assigned to the training programs for school psychologists. Some hold positions in the institution’s psychological services center or agency for assisting students with disabilities. 90003 90002 90011 Private practice. 90012 About 4 to 5 percent of school psychologists work in private practice, many on a part-time basis. Some are independent practitioners, whereas others work within a group practice with pediatricians, psychiatrists, social workers, and other psychologists.90003 90006 Relationship to Special Education 90007 90002 School psychology practice is closely linked to special education programs. The need for psychologists to help determine student eligibility for placement and to recommend subsequent educational programs and interventions is formalized in federal and state regulations (e.g., the Individuals with Disabilities Education Act Amendments of 1997). Practitioners spend about two-thirds of their time in activities related to special education; these activities may include any of the roles mentioned above.90003 90006 Relationship to Other Pupil Personnel Workers 90007 90002 In most school districts, the school psychologist works with a pupil personnel services team. Other team members may be school counselors, social workers, nurses, and speech and language therapists. The team works with teachers, parents, and administrators to try to alleviate specific problems, and it consults with school personnel on district-wide prevention programs. 90003 90006 Training 90007 90002 School psychologists are prepared in programs leading to master’s (M.A., M.S., M.Ed.), specialist (Ed.S.), or doctoral (Ph.D., Ed.D., Psy.D) degrees. Approximately 220 institutions provide school psychology training in about 90 doctoral and 200 non-doctoral programs. 90003 90002 The National Association of School Psychologists (NASP) considers the specialist degree or its equivalent (a graduate program of at least sixty semester hours including internship) as the appropriate entry-level training for school psychology practice. The American Psychological Association (APA) considers the doctoral degree as the appropriate entry-level training for school psychology practice.The department of education in the program’s home state typically approves programs. The NASP approves programs according to its standards at the specialist and doctoral levels and participates in the accreditation process of the National Council for Accreditation of Teacher Education. The APA has an accreditation office that accredits professional psychology programs at the doctoral level only. 90003 90006 Credentialing 90007 90002 Practice credentials are available in every state, usually from two separate agencies.Credentials offered through the state’s department of education are almost always required for employment in the settings under its jurisdiction, typically all public educational facilities in the state and often private schools as well. Each state’s board of examiners in psychology offers a credential for practice in the settings under its jurisdiction, typically all nonschool settings. In some states these two agencies have overlapping authority to issue credentials. These agencies issue either a certificate or a license to practice.90003 90006 Growth and Current Status 90007 90002 The rapid development of the field is observed in the growth in the number of practitioners, organizational developments and memberships, expansion of professional literature, and the importance of professional regulation through accreditation and credentialing. 90003 90002 90011 Number of school psychologists. 90012 School psychology has seen enormous growth since the 1950s. Whereas there were only 1,000 people in the field in 1950 the number of practitioners grew to 5,000 by 1970, 22,000 by 1990, and to at least 25,000 by the early twenty-first century.Female representation among school psychologists rose from about 50 percent in the 1960s to 70 percent in the early twenty-first century. Minorities comprise less than 10 percent of the work force. 90003 90002 90011 Organizational representation. 90012 The field of school psychology is represented at the national level by the NASP and by the Division of School Psychology within the APA. The NASP’s membership is approximately 22,000, whereas that of APA’s Division of School Psychology is about 2,500.Each group holds an annual convention, provides products and literature for its members, and advocates for school psychology according to its policies. Each state has a NASP-affiliated association that provides similar services. These associations are generally independent of the state’s APA-affiliated psychology association, although in some states the school psychology association is a part of the state psychology group. There may also be local and regional groups of school psychologists that affiliate with the state groups.90003 90002 90011 Literature. 90012 Two journals specifically for school psychologists were founded in the 1960s: 90083 Journal of School Psychology 90084 and 90083 Psychology in the Schools. 90084 Additional journals for school psychologists in North America include 90083 School Psychology Review, School Psychology Quarterly, Canadian Journal of School Psychology, 90084 and 90083 School Psychology International. 90084 School psychologists also subscribe to related journals (e.g., 90083 Journal of Psychoeducational Assessment, Journal of Clinical and Consulting Psychology, Exceptional Children 90084).State and national associations provide newsletters and other publications. Books specific to school psychology date to 1930 but most have been published since 1960. 90003 90002 90011 Employment and salaries. 90012 There is a shortage of practitioners in almost every state. Opportunities for employment are greatest in urban and rural school districts, as well as in academic settings. Suburban school districts also have many job opportunities. 90003 90002 Salaries have followed inflation for several decades.According to Daniel J. Reschly, the median salary of NASP members was in the $ 35,000 to $ 40,000 range in 1990 and in the $ 48,000 to $ 50,000 range by the late 1990s. 90003 90002 90011 Future perspectives. 90012 Demand for school psychologists is expected to outweigh supply indefinitely. School settings will continue to be the primary practice locale, though job opportunities will be plentiful in other settings. Employment opportunities in training programs for persons holding doctoral degrees will be very attractive.Salaries will continue to increase at a gradual but steady rate. 90003 90002 Traditional practice roles will persist although the technical adequacy of test and intervention techniques will improve. The specialist level of training will continue to be the entry level for practice in school settings, but doctoral training will increasingly be expected in other settings. The number of training programs is not likely to rise by any significant extent, but more doctoral programs are expected to be established, especially in freestanding schools of professional psychology.90003 90002 Credentialing for school-based practice will continue to be regulated by the state departments of education, most of which will continue to require nondoctoral training. Credentialing for nonschool practice will continue to be regulated by state boards of psychology, granting credentials mainly at the doctoral level, with increasing expectations for postdoctoral training. 90003 90002 The importance of diversity in school psychology training and practice will be a priority. Female representation among school psychologists may grow to 80 percent.The recruitment of males and minorities of either gender will become increasingly important. 90003 90006 90111 BIBLIOGRAPHY 90112 90007 90002 C 90111 URTIS 90112, M 90111 ICHAEL 90112 J .; H 90111 UNLEY 90112, S 90111 AWYER 90112 A .; and P 90111 RUS 90112, J 90111 OSEPH 90112 R., eds. 1998. 90083 Credentialing Requirements for School Psychologists. 90084 Bethesda, MD: National Association of School Psychologists. 90003 90002 C 90111 UTTS 90112, N 90111 ORMA 90112 E., ed. 1955. 90083 School Psychologists at Mid-Century.90084 Washington, DC: American Psychological Association. 90003 90002 F 90111 AGAN 90112, T 90111 HOMAS 90112 K., and W 90111 ARDEN 90112, P 90111 AUL 90112 G., eds. 1996. 90083 Historical Encyclopedia of School Psychology. 90084 Westport, CT: Greenwood Press. 90003 90002 F 90111 AGAN 90112, T 90111 HOMAS 90112 K., and W 90111 ISE 90112, P 90111 AULA 90112 S. 2000. 90083 School Psychology: Past, Present, and Future. 90084 Bethesda, MD: National Association of School Psychologists.90003 90002 H 90111 ILDRETH 90112, G 90111 ERTRUDE 90112 H. 1930. 90083 Psychological Service for School Problems. 90084 Yonkers-on-Hudson, NY: World Book. 90003 90002 90083 Individuals with Disabilities Education Act Amendments of 1997. 90084 U.S. Public Law 105-17. 90083 U.S. Code. 90084 Vol. 20, secs. 1400 et seq. 90003 90002 M 90111 AGARY 90112, J 90111 AMES 90112 F., ed. 1967. 90083 School Psychological Services in Theory and Practice: A Handbook. 90084 Englewood Cliffs, NJ: Prentice-Hall.90003 90002 R 90111 ESCHLY 90112, D 90111 ANIEL 90112 J. 2000. «The Present and Future Status of School Psychology in the United States.» 90083 School Psychology Review 90084 29: 507-522. 90003 90002 R 90111 EYNOLDS 90112, C 90111 ECIL 90112 R., and G 90111 UTKIN 90112, T 90111 ERRY 90112 B., eds. 1999. 90083 Handbook of School Psychology, 90084 3rd edition. New York: Wiley. 90003 90002 T 90111 HOMAS 90112, A 90111 LEX 90112, ed. 1998. 90083 Directory of School Psychology Training Programs.90084 Bethesda, MD: National Association of School Psychologists. 90003 90002 Y 90111 SSELDYKE 90112, J 90111 AMES 90112; D 90111 AWSON 90112, P 90111 EG 90112; L 90111 EHR 90112, C 90111 AMILLA 90112; R 90111 ESCHLY 90112, D 90111 ANIEL 90112; R 90111 EYNOLDS 90112, M 90111 AYNARD 90112; and T 90111 ELZROW 90112, C 90111 ATHY 90112. 1997. 90083 School Psychology: A Blueprint for Training and Practice II. 90084 Bethesda, MD: National Association of School Psychologists. 90003 .