Chryse (Sissy) Hatzichristou, Ph.D.Professor of School Psychology

Director of the Center for Research and Practice in School Psychology

Department of PsychologyUniversity of Athens, Greece

a transnational perspective

A conceptual framework of the evolution

of school psychology at a transnational

level

 

Domain V Scientific foundation for practice

Domain IV Scientific and Professional

Associations

Domain VI Professional identity

Domain IIIEducation / preparation Accreditation

Domain I Role and specialty definition Professional practice

Domain II - Legal issues Professional practice State and federal national laws and statutes Certification-licensure

Hatzichristou, 2002

Common Outcomes For School Psychologists:

The case of the Greek SystemOutcomes for Children and YouthImproved social and emotional functioning

(mental health) for all childrenImproved academic competence for all

children

Outcomes for FamiliesIncreased parent/family skills to promote

healthy development (parent training programs)

Increased family involvement with schools

Outcomes for Schools

Improved in-service training for teachers (comprehensive programs-academic and social- emotional domains)

Increased implementation of evidence-based prevention and early-intervention programs

Outcomes for System

Develop model of alternative school psychological services

Develop prevention and early-intervention programs

Promote conceptualization of multidimensional SP role

Promote University-School-Community partnership and collaboration

Provide leadership toward a shared agenda

SYSTEMIC –ECOLOGICAL DOMAIN

MACRO-LEVEL FACTORS

educational system centralized

lack of SP services in public schools

psychologists employed in 50 public special education schools and private schools

foundation of Centers of Diagnosis, Assessment and Intervention

lack of clear definition of the specialty

Alternative school psychological services:Development of a model linking theory,research

and service delivery

Conceptual frameworkScientist –practitioner approach in SPSystemic approach (social,cultural/ethnic/national,ecological) in assessment and intervention practicesEvolving roles and functions of SPs in research, practice and trainingSystemic approach of personal and professional development and identity of SPs

Hatzichristou,1998

PHASE IIISchool and community-based needs assessment

Perceptions about provision of SP services (teachers, students, parents)

PHASE IIProfiles of at-risk groups of students with unmet needs

PHASE I Profiles of “average” Greek students (elementary and secondary school) Perceptions, attitudes, causal attributions (teachers, students, parents)

concerning academic and psychosocial competence School environment (social, affective domains)

ALTERNATIVE SCHOOLPSYCHOLOGICAL

SERVICESA data-based model

(Hatzichristou, 1998, in press) PHASE IVCenter for Research and Practice in School Psychology

Combining theory, research and practice

University-Schools-Community Services partnership

data- based model

Center for Research and Practice in School Psychology

• Development of Prevention and Early-Intervention Programs

Primary Prevention level Program for the promotion of mental health in schools Program of cross-cultural understanding and support Health education program Secondary Prevention level Multidimensional preventive program in children’s institutions Program of psychosocial support of migrant students Psychosocial support and classroom crisis counseling following

natural disasters

Education, pre-service and in-service training

New undergraduate and graduate courses at the University (SP, consultation, prevention-intervention programs)

Graduate SP students

Seminars –supervision (prevention programs) Teachers (in-service training)

Seminars (prevention, academic, social-emotional domains)

Workshops for the implementation of prevention programs

Parents Psychologists, Mental Health Specialists

Implementation of prevention-intervention programs

Members of the Center Members of the Center and teachers Teachers (after intensive training) Scientific collaboration , supervision (Center staff)

Research –Evaluation Needs-assessment Evaluation (process-outcome) Feedback, Adaptation

School Psychology Infrastructure

ResearchPublications

Handbook of School Psychology (in press) Education-training booklets (prevention, crisis intervention) Prevention-programs material Translation into Greek and publication of American text books

(consultation, prevention, crisis intervention)

Division of SP,Greek Psychological Association Round tables at Conferences Seminars Special SP issue - Psychologia journal, booklets

International Collaboration

Domain IV: Scientific and Professional Associations Domain V: Scientific foundation for practice

Domain VI: Professional Identity

Closer cooperation of national and international Associations with specific action plans

continuing professional development school psychologists

parent education teachers

• guidelines

• curriculum-competencies (basic domains, different levels)

• booklets-educational material

• organized symposia (during conferences)

• organized workshops

• summer school

Cross-cultural, cross-national research studies

Emphasis on multicultural professional development

• papers with international - cross-cultural data in school psychology courses

• discussion of findings of relevant studies in other countries in published research papers

• more papers from different countries published in English scientific journals

• invitation of scientists and professionals from various countries as guest speakers at regional and national conferences

The Futures Conference:

An opportunity for a

transnationalinitiative

Cross-culturalEducationalCurriculum

SPs Teachers Parents

Task force

A proposal…

Continuing Professional Development

A LITTLE FURTHER

A little further

we will see the almond trees blossoming

the marble gleaming in the sun

the sea breaking into waves

a little further,

let us rise a little higher.

“Mythistorema” by George Seferis