Role function and job satisfaction of school psychologists practicing in an expanded role model.

Full Abstract

School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban school district were surveyed on their job roles and job satisfaction. The majority were satisfied or very satisfied with their jobs, particularly with engaging in activities that were of service to others and staying involved in a variety of job activities. School psychologists wanted to spend less time in assessment, multidisciplinary team meetings, and administrative duties. The discrepancy between the desired and actual amount of time spent in multidisciplinary meetings was negatively related to job satisfaction. Psychologists wanted to spend more time in direct and indirect intervention, professional development, and networking.

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Author information

Author/s: Brown, Michael B (MB); Holcombe, Debra C (DC); Bolen, Larry M (LM); Thomson, W Scott (WS);

Affiliation: Department of Psychology, East Carolina University, Greenville, NC 27858-4353, USA. brownmi(-atsign-)mail.ecu.edu

Journal and publication information

Publication Type: Journal Article

Journal: Psychological reports (Psychol Rep), published in United States. (Language: eng)

Reference: 2006-Apr; vol 98 (issue 2) : pp 486-96

Dates: Created 2006/06/26; Completed 2006/07/25;

PMID: 16796105, status: MEDLINE (last retrieval date: 12/26/2008)

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adult
Female
Humans
Job Satisfaction
Male

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