School Psychologists Practice and Profile Indicators Scale

The purpose of this article is to describe the development process of a research instrument, in the format of a self-report scale, to investigate the school psychologists’ profile, their competencies and professional activities indicators. It is based on the historical-cultural psychology, critical school psychology, and competence approach.

Method

The method used a review of evidence of theoretical and semantic validity of a scale for profile and competencies contains three guiding lines: (a) instructions and sociodemographic characterization of the participant, (b) profile and competencies of the school psychologist (40 items), and (c) school psychology practices (30 items). Several procedures were carried out for the development and validation of the instrument. The initial version was reviewed by two groups of expert judges, from Brazil and Portugal. The judges’ review led to the removal of some items. The new version was submitted to pilot studies for theoretical and semantic validation.

Results

As a result of these validations, the most recent version of the scale was obtained for use in Brazil and Portugal.

Conclusion

It is expected that the instrument will contribute to the theoretical-conceptual and methodological expansion of the psychologist’s profile, affecting how interventions will be carried out in educational and academic spaces from an institutional and collective perspective.

Keywords
Instrument; Professional competence; Professional practice; Profile profesional; School psychology

Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Núcleo de Editoração SBI - Campus II, Av. John Boyd Dunlop, s/n. Prédio de Odontologia, 13060-900 Campinas - São Paulo Brasil, Tel./Fax: +55 19 3343-7223 - Campinas - SP - Brazil
E-mail: psychologicalstudies@puc-campinas.edu.br

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[1] Correspondence to: C. M. MARINHO ARAUJO. E-mail: claisy@unb.br.

Dear colleagues This questionnaire is part of a survey that aims to characterize indicators of the profile and practice of the school/educational psychologist. Prof. Dr. Claisy Marinho-Araujo (claisy@unb.br), from the University of Brasília, Brazil, is the author of the instrument and the research coordinator; the survey will take place in Brazil and Portugal. The results will be used exclusively to review the practices of psychologists and for the support of public policies enhancing the inclusion and appreciation of School/Educational Psychology in educational systems in the country. We would appreciate your valuable collaboration in filling out the questionnaire, committing ourselves to safeguard the confidentiality of the responses and to disclose the results of this study only in academic and scientific settings. By agreeing to fill in this questionnaire, you confirm your free and voluntary participation in the study, without implying any personal risk. We are really grateful for your cooperation!
AXIS 1 - CHARACTERIZATION
	Age:
	Gender
		• Female
		• Male
		• Other
		• I do not want to answer
	Graduate course (specialization, masters, PhD)?
		• Specialization
		• Master’s degree
		• PhD degree
		• Other
	Time working in the field of School Psychology
		• Less than 1 year
		• 1 to 5 years
		• 5 to 10 years
		• 10 to 15 years
		• More to 15 years
	Institution where you currently work (if you work for more than one institution, indicate the most representative)
		• Public
		• Private
AXIS 2 - PROFILE AND COMPETENCES OF THE SCHOOL PSYCHOLOGIST
Considering the activities you carry out in your professional practice, please indicate to what extent you use the competences listed below.
Each of the items must be answered on a four-point scale, ranging from “(1) I never use” to “(4) I always use”.
You can also add other competences to the end of the table.
	(1) Never (2) Little (3) Often (4) Always.
1. Theoretical-methodological knowledge of School Psychology.
2. Clear and objective communication.
3. Capacity to act collectively and institutionally.
4. Optimism in everyday work.
5. Theoretical-methodological knowledge of Developmental Psychology.
6. Ability to face challenges.
7. Posture to challenge school complaints.
8. Theoretical-methodological knowledge of Learning Psychology.
9. Knowledge of psychological specificity in multidisciplinary work.
10. Technical and scientific writing skills.
11. Coordination of team activities.
12. Knowledge of psychological theories.
13. Organization and implementation of psycho-educational projects.
14. Technical knowledge of psychological diagnosis.
15. Ability to advise teachers.
16. Theoretical-methodological knowledge of Education.
17. Firmness in supporting ideas.
18. Solidarity in interpersonal relationships.
19. Knowledge for training teachers and other professionals.
20. Initiative and proactivity in decision making.
21. Critical reflection of work situations.
22. Public speaking skills.
23. Knowledge of tests for psychological assessment.
24. Empathy and sensitivity.
25. Knowledge of psychological practice ethical principles.
26. Skills for integrating school projects.
27. Knowledge in preparing technical reports.
28. Creativity in action planning.
29. Skills for psychotherapeutic interventions.
30. Knowledge about multiculturalism.
31. Accountability for selection decisions made and their consequences.
32. Skills for working with families.
33. Autonomy.
34. Valuing other people’s potential.
35. Knowledge about school inclusion.
36. Persistence and perseverance in the face of challenges.
37. Ability to articulate theory and practice.
38. Capacity for self-assessment and continuous improvement.
39. Psychological knowledge for individual counseling.
40. Availability to integrate knowledge among school players.
OTHER COMPETENCES NOT LISTED
AXIS 3 - PRACTICE OF THE SCHOOL PSYCHOLOGIST
Check the options that characterize your professional activity specifics.
Each of the items must be answered on a four-point scale, ranging from “(1) I never do it” to “(4) I always do it”.
You can also add other activities to the end of the table.
	(1) Never (2) Little (3) Often (4) Always.
1. I conduct students’ psychological assessment using tests.
2. I accompany pedagogical activities that promote student inclusion.
3. I observe classroom dynamics.
4. I advise the school principal and other school administrators.
5. I act with a focus on the institution.
6. I administer Vocational Guidance tests.
7. I carry out individual activities with students to catch up on learning gaps.
8. I carry out general administrative tasks.
9. I participate in the Class Council.
10. I act in a multidisciplinary team.
11. I participate in different areas pedagogical coordination meetings.
12. I seek to be updated, to study and to seek professional development.
13. I assist with pedagogical work.
14. I participate in pedagogical planning.
15. I diagnose students referred for psychological intervention.
16. I promote the dissemination of successful practices with educational players.
17. I carry out team case studies.
18. I monitor the teaching and learning processes in the different contexts of the institution.
19. I plan training activities for teachers or school professionals.
20. I carry out psychological listening.
21. I refer students to external professionals.
22. I promote family-school interaction projects.
23. I plan preventive activities.
24. I participate in community projects linked to the school.
25. I assist students who have learning difficulties.
26. I provide assistance in emergency crisis situations.
27. I ground decisions and interventions in scientific research.
28. I conduct individual psychotherapy at school.
29. I prepare reports and certificates.
30. I present papers and discuss ideas in public.
OTHER ACTIVITIES NOT LISTED
Thank you for your cooperation!!