School‐based psychologists in Lebanese schools: An exploratory analysis of their professional profile.
Saved in:
| Title: | School‐based psychologists in Lebanese schools: An exploratory analysis of their professional profile. |
|---|---|
| Authors: | Mansour, Fatima (AUTHOR), Mashmoushi, Rasha (AUTHOR), Dirani, Leyla Akoury (AUTHOR) |
| Source: | Psychology in the Schools. Aug2023, Vol. 60 Issue 8, p2825-2842. 18p. 1 Diagram, 6 Charts. |
| Subjects: | School psychologists, Interest (Psychology), School psychology, Curriculum frameworks, Psychologists |
| Geographic Terms: | Lebanon |
| Abstract: | The increased interest in school psychology has been accompanied with an expansion of in‐house psychological and rehabilitation services worldwide and in Lebanon. This study aims to explore current practices of school‐based psychologists in Lebanese schools in an attempt to understand their role and inform the design of national strategies. A mixed methods design was used including a review of existing academic curricula, laws and regulations and published local research studies; interviews with stakeholders, and a survey filled by school‐based psychologists. In addition, 7 university curricula, 7 theses, and 3 dissertations were reviewed, 14 stakeholders were interviewed and 49 school‐based psychologists filled the survey. Conclusions suggest that there is no consensus about the title of this profession and its scope of practice, and the required knowledge and training to practice. This study highlighted the need to further make strategic decisions and establish this professional profile, in addition to making the needed amendments to the university curricula and the legal framework of the rules and regulations. Practitioner points: School‐based psychologists in Lebanon are not performing their roles based on international standards.School‐based psychologists lack qualifications and resources.There is a lack of proper training particularly in screening and assessing students with difficulties. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | The increased interest in school psychology has been accompanied with an expansion of in‐house psychological and rehabilitation services worldwide and in Lebanon. This study aims to explore current practices of school‐based psychologists in Lebanese schools in an attempt to understand their role and inform the design of national strategies. A mixed methods design was used including a review of existing academic curricula, laws and regulations and published local research studies; interviews with stakeholders, and a survey filled by school‐based psychologists. In addition, 7 university curricula, 7 theses, and 3 dissertations were reviewed, 14 stakeholders were interviewed and 49 school‐based psychologists filled the survey. Conclusions suggest that there is no consensus about the title of this profession and its scope of practice, and the required knowledge and training to practice. This study highlighted the need to further make strategic decisions and establish this professional profile, in addition to making the needed amendments to the university curricula and the legal framework of the rules and regulations. Practitioner points: School‐based psychologists in Lebanon are not performing their roles based on international standards.School‐based psychologists lack qualifications and resources.There is a lack of proper training particularly in screening and assessing students with difficulties. [ABSTRACT FROM AUTHOR] |
|---|---|
| ISSN: | 00333085 |
| DOI: | 10.1002/pits.22886 |
