The role of scholar psychologist: Conceptions of teachers and managers

Abstract Historically, the performance of the psychologist in the school context has been characterized by the clinical model rather than by more systemic and institutional models. The present study aimed to describe the teachers' and managers' conceptions about the role of the school psychologist. Thirty-eight members of the administrative-pedagogical team and teachers of a private school participated in this research, which were interviewed in the school itself, and categories of analysis were constructed. The results show that managers and teachers think the school psychologist as a 'specialist', but also as an 'auxiliary' professional. In addition, there were reports of ignorance of the functions of the psychologist. According to the participants, the psychologist should act primarily with the students. Similar concepts were found in other studies, despite the acknowledgment of criticisms of this model. It is important to emphasize the importance of interventions with a focus on prevention and promotion of development.

摘要
长期以来，学校场景中学校心理学家（school psychologist）的工作实践多以临床模式为核心，而非更具系统性与制度性的工作范式。本研究旨在探讨教师与学校管理者对学校心理学家职能定位的认知。本研究招募某私立学校行政教学团队及教师共38名成员作为研究对象，研究人员于校园内对其开展访谈，并构建了分析类别体系。研究结果显示，管理者与教师均将学校心理学家定位为“专业专家”，同时也将其视为“辅助性职业人员”。此外，不少参与者表示对学校心理学家的职能存在认知盲区。参与者普遍认为，学校心理学家的工作应主要面向学生群体。尽管已有研究指出该模式存在弊端，但过往同类研究中也得出了相似的结论。需着重强调以预防与发展促进为核心的干预举措的重要性。