Data: 14/04/2002 20:59:27
De: DIVA MARIA MORAES ALBUQUERQUE MACIEL
IP: 200.181.91.218
Assunto: Quem é o PEE?
De: DIVA MARIA MORAES ALBUQUERQUE MACIEL
IP: 200.181.91.218
Assunto: Quem é o PEE?
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Olá, Turma Estou enviando este texto pra ver como funciona. Um abraço e até amanhã SÍNTESE CONCEITUAL SOBRE O PEE ABRAPEE - QUEM É O PSICÓLOGO ESCOLAR/EDUCACIONAL? A ABRAPEE entende por psicólogos escolares e educacionais aqueles profissionais que, devido a sua preparação universitária em psicologia e experiências subseqüentes nas áreas escolar e/ou educacional, trabalham para melhorar o processo ensino-aprendizagem no seu aspecto global (cognitivo, emocional, social e motor), através de serviços oferecidos a indivíduos, grupos, famílias e organizações. A atuação dos psicólogo escolares se caracteriza mais pela intervenção na prática, enquanto que a dos psicólogos educacionais, geralmente, se direciona para as áreas de ensino e pesquisa. NASP - QUEM É O PSICÓLOGO ESCOLAR/EDUCACIONAL? ¿Qué Es Un Psicólogo Escolar? Información Para Padres ¿Quiénes Son Los Psicólogos Escolares? Los psicólogos escolares poseen adiestramiento especializado tanto en psicología como en educación. Ellos utilizan su adiestramiento y destrezas para colaborar con los educadores, padres y otros profesionales de salud mental para asegurarse de que cada niño aprenda en un ambiente segur y saludable donde se apoye su proceso de desarrollo. El psicólogo escolar conoce sobre el sistema educativo, la enseñanza efectiva y el aprendizaje exitoso. Hoy en día los niños enfrentan más retos que nunca antes. Los psicólogos escolares pueden proveer soluciones para los problemas del mañana a través de actos positivos y bien intencionados realizados en el día de hoy. El adiestramiento requerido para ser un psicólogo escolar es de un mínimo de 60 créditos graduados, además de un año de internado. Este adiestramiento enfatiza la preparación en salud mental, desarrollo del niño , organización escolar, aprendizaje, comportamiento y motivación. Para poder trabajar como psicólogo escolar, se debe estar certificado o tener una licencia del estado o país en que los servicios han de proveerse. Además, puede estar certificado a nivel de los Estados Unidos por la Junta de Certificación Nacional en Psicología Escolar (NSPCB, por sus siglas en inglés). ¿Qué Hacen Los Psicólogos Escolares? Los psicólogos escolares ajustan sus servicios a las necesidades y situaciones particulares de cada niño. Los psicólogos escolares usan acercamientos diversos, pero la mayoría provee los siguientes servicios básicos: Consultaría/Asesoramiento: Proveer a los maestros, padres y administradores alternativas saludables y efectivas en torno a los problemas de aprendizaje y comportamiento Ayudar a otros a comprender el desarrollo del niño y como éste afecta el aprendizaje y el comportamiento Fortalecer las relaciones de trabajo entre educadores, padres y proveedores de servicios en la comunidad Evaluación: Uso de amplia variedades es de técnicas a nivel individual, grupal y sistemático para evaluar: Destrezas académicas Aptitud hacia el aprendizaje Desarrollo personal y emocional Destrezas sociales Ambiente para el aprendizaje y clima escolar Elegibilidad para la obtención de servicios especiales Intervención: Trabajar frente a frente con las familias de los niños. Ayudar en la solución de conflictos y problemas que se desarrollan en el ajuste y el aprendizaje Proveer consejería psicológica a los niños y sus familias Proveer adiestramientos en destrezas sociales, manejo del comportamiento y otras estrategias Ayudar a las familias y las escuelas a manejar crisis, tales como separación y pérdida Prevención: Identificar dificultades potenciales en el aprendizaje Diseñar programas para niños en riesgo de fracasar Proveer a los padres y maestros las destrezas para hacer frente a conductas desorganizadas Ayudar a promover la tolerancia, comprensión y aprecio de la diversidad en la comunidad escolar Desarrollar iniciativas en el ámbito escolar para hacer las escuelas más seguras y efectivas Educación: Desarrollar programas sobre temas tales como: Estrategias de enseñanza-aprendizaje Técnicas en el manejo del salón Trabajo con estudiantes impedidos o con talentos poco comunes Abuso de sustancias controladas Manejo de crisis Investigación y Planificación: Evaluación de la efectividad de los programas académicos, sistemas de manejo de conducta y otros servicios Generar nuevos conocimientos acerca del aprendizaje y el comportamiento Contribuir a la planificación y evaluación de la reforma y estructuración escola Provisión de Cuidados de Salud: Colaborar con la escuela y el personal de la comunidad para proveer un modelo amplio sobre los servicios de salud escolares Trabajar con los niños y sus familias para proveer servicios públicos dirigidos al bien psico-social y a asuntos relacionados con la salud Desarrollo de vínculos con los padres y los maestros con el fin de crear ambientes escolares saludables ¿Dónde trabajan los psicólogos escolares? La mayoría de los psicólogos escolares están empleados por los sistemas escolares privados y públicos. Además, los psicólogos escolares trabajan en una variedad de lugares, entre ellos: - Centros de salud ubicados en las escuelas - - Clínicas y hospitales - - Práctica privada - - Universidad, comunidad, agencias estatales y otras instituciones Crecer No Es Fácil: Todos los niños y adolescentes confrontan, de vez en cuando, problemas. Ellos pueden: Sentir temor al inicio de clases Manejar su tiempo pobremente Exhibir rezagos en su trabajo escolar Estar preocupados por sucesos familiares tales como el divorcio y la muerte Sentirse deprimidos Carecer de auto-disciplina Experimentar con drogas y alcohol Pensar sobre el suicidio Sentir preocupación sobre la sexualidad Enfrentar una decisión difícil sobre el colegio o trabajo Considerar darse de baja de la escuela Desconocer sus habilidades y aptitudes. Los psicólogos escolares están ahí para ayudar a los padres, educadores y a la comunidad para que entiendan y resuelvan estos problemas. Los psicólogos escolares: - Entienden cómo funciona el sistema escolar y cómo aprenden los niños - Proveen servicios de salud mental económicos y de fácil acceso a los niños - Promueven una salud mental positiva y un ambiente de aprendizaje efectivo y seguro La Asociación Nacional de Psicólogos Escolares representa a más de 20,000 psicólogos escolares y profesionales en áreas relacionadas, que atienden las necesidades de salud mental y educativas de niños, adolescentes, jóvenes, adultos y familias. © 1998 La Asociación Nacional de Psicólogos Escolares , 4340 East West Highway, Suite 402, Bethesda MD 20814 — 301-657-0270. ASSOCIAÇÃO INTERNACIONAL DE PSICOLOGIA ESCOLAR - QUEM É O PSICÓLOGO ESCOLAR/EDUCACIONAL? The term school psychology is used in a general form to refer to professionals prepared in psychology and education and who are recognized as specialists in the provision of psychological services to children and youth within the contexts of schools, families, and other settings that impact their growth and development. As such, the term also refers to and is meant to include educational psychologists and others who display qualities this document associates with school psychology. The following guidelines that address the definition of school psychology are intended to be advisory in nature and to serve an educational function for those interested in better understanding school psychology. These guidelines that define school psychology are not intended to supersede or replace those approved by national associations of psychology or school psychology or by a nation's educational institutions. Moreover, these guidelines can be considered to be minimal: efforts by a nation to improve the quality and scope of school psychology and its practices as outlined herein are to be encouraged when local, regional, or national resources allow and justify such expansion and enlargement. Considerable differences exist among countries in the development of the specialty of school psychology. In some, the specialty is well established, has a long history, and is likely to display the qualities describes in this definition. In some, the specialty is not well established and has a short history. In countries where school psychology is emerging, these guidelines may be aspirational in nature. That is, the definition of school psychology presented in this document sets guidelines toward which the specialty will work to achieve over some years. The specialty of school psychology should not be evaluated only on the extent it conforms to these used to evaluate programs and services retroactively. In addition, the guidelines should not be Moreover, these guidelines are considered to be a living document, one subject to periodic review and revision by appropriate committees within ISPA. The various practices and orientations discussed within these guidelines that help define school psychology implicitly recognize those that have evolved over its history . The continued vitality of school psychology requires it to evolve so as to reflect changes in both the discipline of psychology and the needs of those served by school psychology. A NATUREZA DA PSICOLOGIA ESCOLAR 1. School psychologists have a degree from a university providing an organized, sequential school psychology program in a department of psychology or educational psychology, in a school of education, or an administrative unit in a professional school [Psicólogos escolares tem um grau de uma universidade]. 2. In countries that have professional associations of psychology or school psychology, the level of the degree (i.e., undergraduate, master's, doctoral degrees) and the nature of their preparation and work qualify persons for membership within the association. 3. The school psychology program will be accredited in those countries where accreditation is possible. Efforts should be made to develop accreditation procedure when none exists. 4. School psychology programs embody the following characteristics. 4.1 Programs offer an integrated, organized sequence of study, one that places primary emphasis on psychology and provides a strong emphasis on education. 4.2 The program has an identifiable program faculty who have primary responsibility for the selection and evaluation of its students, and the nature of the program. 4.3 A professional suitably qualified in school psychology is administratively responsible for the program. 4.4 The program has an identifiable body of students who have been accepted into the program, having met acceptable entrance guidelines. 4.5 Patterns of academic and professional preparation in school psychology are consistent with current research and literature, current and emerging roles to be performed, and services to be provided. In addition, preparation will prepare practitioners for work with the ages, developmental characteristics, populations, problems, and issues found prominently in the schools and other settings in which school psychologists are employed. 4.6 The program of study includes a core curriculum that contains academic content in basic areas of psychology and education, professional content important to the practice of school psychology, and information relevant to work in culturally diverse settings. 4.7 Professional content provides preparation, including supervised field experiences in assessment, intervention, consultation, organizational and program development, supervision, and research. 4.8 Students acquire knowledge and experiences working in various settings in which school psychological services may be delivered. These may include schools, homes, clinics, agencies, hospitals, and other institutions. Practices may include individual, group, and organizational work in public and privately supported settings. 4.9 Students acquire knowledge of various assessment models and methods including psychological, behavioral (including task analysis), social systems, medical, and ecological models. Individual and group assessment methods focus on persons as well as contextual and environmental features that may influence their behaviors. Assessment methods typically view behavior as a result of interactions between persons and their environments. 5. Assessment refers to educational, social, psychological, neuropsychological, language, and vocational assessment, evaluation, and diagnosis of infants, children, youth, and adults. 5.1 Assessments may occur within various contexts including schools, families, social service agencies, hospitals, detention and rehabilitation settings. 5.2 Procedures include but are not limited to reviewing existing records, observing, screening, interviewing, and testing. 5.3 A primary goal of assessment is to accurately describe intellectual, academic, affective, social, personality, temperament, adaptive, language, psychomotor, vocational, and neuropsychological development and status as well as values. Other important goals of assessment are to assist in determining the etiology of disorders, in planning and evaluating interventions, and in preventing the onset of disabling conditions. 6. School psychologists are involved in various forms of interventions in order to help promote development, to acquire and best utilize personal, school, family, and community resources, and to minimize difficulties and disorders. 6.1 Interventions involving infants, children, youth, and adults may be designed to facilitate their development in one or more of the following areas: intellectual, academic, affective, social, personality, temperament, adaptive, language, psychomotor, vocational, and neuropsychological development and status as well as values. 6.2 Interventions often involve school psychologists working directly with individuals, groups, or systems, or indirectly (e.g., through consultation) with teachers, principals, and other educational personnel, parents and other family members, as well as other professionals and paraprofessionals. In addition, school psychologists serve as liaison between school and other community, regional, and national agencies. 6.3 Interventions may be directed toward promoting well being and preventing the onset of problems (i.e., primary prevention), minimizing difficulties once they occur (i.e., secondary prevention), and stabilizing disabilities and working to ensure basic and needed services are provided to those who can be expected to manifest one or more disabling conditions over some years (i.e., tertiary prevention). 6.4 Direct services include but are not limited to counseling and other forms of therapeutic services, teaching, tutoring, and other interventions in which a school psychologist personally works with one or more individuals in need of services. Indirect services include but are not restricted to assessment and program planning, providing pre-service and inservice professional preparation, supervision, consultation, collaboration, research and evaluation, and other methods by which needed services are delivered by others with the assistance of school psychologists. 7. Consultation generally refers to the provision of school psychological services using indirect methods to deliver services. 7.1 Consultation services typically recognize and emphasize the importance of using cooperative and collaborative methods to address problems. Consultation services may be offered to teachers and other educational personnel, other professionals, religious and other community leaders, parents, and government officials at the local, regional, national, and international levels. Consultation often involves school psychologists participating with other professionals, parents, students, and others as members of a team. 7.2 Consultation services encourage participation in ways to promote knowledge of psychology and education and their proper applications to enhance growth and development. Consultation services may include providing assistance in planning and evaluating programs to better utilize or advance cognitive, affective, social, emotional, adaptive, language, psychomotor, neuropsychological, and vocational abilities and well-being. Consultation services also may be directed toward enhancing the understanding and ability of teachers, administrators, and parents to promote development. Consultation services strive to create positive climates within which to live, work, and learn. 8. Organizational and program development services are provided to schools, school districts, agencies, as well as other organizations and administrative units at local, regional, national, and international levels. Services may include assessment and evaluation, interventions, coordination, program planning, curriculum and instructional development and evaluation, and consultation. Typical goals include promoting and strengthening the coordination, administration, planning, and evaluation of services within one unit or between two or more units responsible for serving infants, children, youth, or adults. Organizational and program development services provided by school psychologists typically focus on educational, psychological, and social issues. 9. Supervision refers to professional services provided by those with advanced preparation and experience who are able to assume responsibility and accountability for the provision of school psychological services. 9.1 The level and extent of supervision depend on the nature of the services being delivered, the professional expertise and personal qualities manifested by other staff members, together with other job and administrative duties and responsibilities. 9.2 The administrative unit responsible for providing school psychological services is directed by a school psychologist who also is responsible for supervising the activities of school psychologists working within this unit. 10. School psychologists along with those responsible for financial, administrative, and programmatic influence on school psychological services are accountable for the delivery of school psychological services in an effective and efficient manner. Accountability involves self-evaluations together with evaluations at the programmatic and institutional levels. Evaluations involve both the providers and consumers of services, including professional, paraprofessional, and clerical staff, students, parents, and persons within the community. A primary goal of the accountability process is to help ensure the effective and efficient delivery of school psychological services. 11. School psychologists are committed to a service delivery model in which research and theory form a primary basis for practice. They can be expected to be knowledgeable of research relevant to practice and guide their services accordingly. In addition, school psychologists are expected to contribute to research and theory by actively engaging in research, evaluation, professional writing, and other scholarly activities intended to advance knowledge and its applications relevant to school psychology. 12. School psychologists are knowledgeable of legislation, public policies, and administrative rulings that guide the delivery of psychological and educational services. They provide their services in ways consistent with these provisions. In addition, they work to insure suitable laws that promote school psychology services are enacted and enforced. 13. School psychologists are knowledgeable of professional codes of ethics that guide their profession, provide services in ways consistent with these ethics, and work to insure their continued relevancy. 14. School psychologists continue their professional development in ways that help insure their practices are consistent with current knowledge, legislation, and codes of professional practice and conduct. Over the last several years, there is a continuing issue that has effected the lives of countless children and their families. Namely, it is the impact of violence as experienced in the home, school or community. Regardless of location, socio-economic wealth, political or religious affiliation, the effect of violence has disrupted and forever changed the lives of school aged children through out the world. In an attempt to recognize this problem as an international issue effecting our colleagues working with school aged children and their families, the International School Psychology Association is now attempting to organize an international crisis response network to help school psychologists address this issue as it occurs anywhere in the world. The purpose of this network will be to establish a supportive communication resource where school psychologists can obtain information about how to respond to violent situations or related issues that they are coping with. Additionally, it will serve as a means of supporting colleagues who might need to discuss or share their experiences in this area. It is also hoped that the information accumulated in this manner would also at some time, also be printed. In an attempt to start this network, it is important to establish who among our membership is interested in participating in the further development of this topic. If there is enough membership interest, it would also be wonderful to establish "regional resources groups" that might be able to communicate more directly by phone or even go to a specific location if this were feasible. If you are interested in participating in this project, please contact Dr. Joel Straussner at STRAUSSNER.ISPAWEB.ORG or Dr. Bernard Meiszner at MEISZNER@ISPAWEB.ORG to share your interest in this topic. Once the network is established, interested members will be able to locate information on the ISPA Web page directly or in other private e-mail accounts that are directly linked to this network. DIVISÃO DE PSICOLOGIA ESCOLAR DA ASSOCIAÇÃO AMERICANA DE PSICOLOGIA - QUEM É O PSICÓLOGO ESCOLAR/EDUCACIONAL? Goals and Objectives The ultimate goal of all Division activity is the enhancement of the status of children, youth, and adults as learners and productive citizens in schools, families, and communities. The objectives of the Division of School Psychology are: a. to promote and maintain high standards of professional education and training within the specialty, and to expand appropriate scientific and scholarly knowledge and the pursuit of scientific affairs; b. to increase effective and efficient conduct of professional affairs, including the practice of psychology within the schools, among other settings, and collaboration/cooperation with individuals, groups, and organizations in the shared realization of Division objectives; c. to support the ethical and social responsibilities of the speciality, to encourage opportunities for the ethnic minority participation in the specialty, and to provide opportunities for professional fellowship; d. to encourage and effect publications, communications, and conferences regarding the activities, interests, and concerns within the speciality on a regional, national, and international basis. Archival Description of the Specialty - School Psychology School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science and practice of psychology with children, youth, families; learners of all ages; and the schooling process. The basic education and training of school psychologists prepares them to provide a range of psychological assessment, intervention, prevention, health promotion, and program development and evaluation services with a special focus on the developmental processes of children and youth within the context of schools, families, and other systems. School psychologists are prepared to intervene at the individual and system level, and develop, implement, and evaluate preventive programs. In these efforts, they conduct ecologically valid assessments and intervene to promote positive learning environments within which children and youth from diverse backgrounds have equal access to effective educational and psychological services to promote healthy development. Parameters To Define Professional Practice in School Psychology School psychological services are provided in a broad array of settings (e.g., schools, workplace, school- based and school-linked health centers, as well as medical, social service, or correctional facilities). School psychologists recognize schools as a crucial context for development. They know effective instructional processes; understand classroom and school environments; understand the organization and operation of schools and agencies; apply principles of learning to the development of competence both within and outside school; consult with educators and other professionals regarding cognitive, affective, social, and behavioral performance; assess developmental needs and develop educational environments that meet those diverse needs; coordinate educational, psychological, and behavioral health services by working at the interface of these systems; intervene to improve organizations and develop effective partnerships between parents and educators and other caretakers. An essential role of the school psychologist is synthesizing information on developmental mechanisms and contexts and translating it for adults who are responsible for promoting the healthy growth and development of children and youth in a wide range of educational contexts. Populations Consistent with an emphasis on the development of competence, school psychologists provide services to learners of all ages and the systems and agencies that serve them and their families. Among the populations served are: Individuals from birth to young adulthood presenting learning or behavior problems; specific disabilities that affect learning, behavior, or school-to-work transitions; those that experience chronic or acute conditions of childhood and adolescence that influence learning and mental health; and, individuals with mental disorders first evident in infancy, childhood or adolescence. Families who request diagnostic evaluations of learning disabilities and social problems and assistance with academic and behavioral problems at home and at school. Teachers, parents, and other adults to enhance their ability to provide healthy relationships and environments that promote learning and development. Organizations and agencies to promote contexts that are conducive to learning and development. Problems Among the problems addressed by school psychologists are: Educational and developmental problems related to school achievement and school adjustment, social or interpersonal problems related to learning or behavior; specific disabilities and disorders that affect learning, behavior, or school-to-work adjustment; chronic or acute situations of childhood and adolescence that influence learning or mental health, such as personal or school crises or mental disorders first noticed in infancy, childhood, or adolescence. Adverse social conditions that threaten healthy development in school and community, such as community and school violence, juvenile delinquency, teenage pregnancy, and substance abuse. Problems of instructional and learning environments that affect the functioning of the school age population. Procedures In addition to those procedures typically associated with the general practice of psychology: Assessment of abilities, achievement, social and emotional functioning, personality, and developmental status; use of interviews, observations, and performance assessments to understand learning and behavior problems: accountability for valid and reliable measures of behavior and treatment progress. Diagnostic assessments to support eligibility for and delivery of services within statutorily regulated contexts that integrate diagnostic information from other professionals to support recommendations for educational modifications and community services. Primary prevention programs to reduce the incidence of school violence, sexual abuse, teenage pregnancy, and programs to promote children's well-being through more appropriate educational and classroom accommodations; secondary prevention programs to assist students who have mild or transitory problems that interfere with school performance, such as poor peer relationships, learning or behavior problems in the classroom, and adjustment to adoption, death or divorce. Crisis intervention services that support children following natural disasters, violence, abuse, death, or suicide by a student. Consultation with teachers, parents, agency administrators and supervision of psychological services staff concerning children's behavior and academic and social problems; professional development programs for teachers; design and direction of comprehensive and integrated service delivery systems. Consultation with physicians and other professionals concerning the school functioning and learning of children with disorders such as attention deficit hyperactivity disorder, learning disorders, chronic illness, physical or genetic conditions, and substance abuse. Educational evaluation services including development of appropriate measures of child behavior and classroom contexts; analysis of academic achievement using standardized tests, performance assessment, self reports, and other appropriate methods; evaluation of individualized educational plans; observation and measurement of teacher and parent behaviors; and evaluation of instructional and organizational environments. Knowledge Base School psychology has evolved as a specialty area with core knowledge rooted in psychology and education. School psychologists have advanced knowledge of theories and empirical findings in developmental and social psychology, and developmental psychopathology within cultural contexts, and in the areas of learning and effective instruction, effective schools, and family and parenting processes. School psychologists conceptualize children’s development from multiple theoretical perspectives and translate current scientific findings to alleviate cognitive, behavioral, social, and emotional problems encountered in schooling. A strong foundation in measurement theory and applications of advanced statistical methodology support efforts by school psychologists to design or evaluate standardized and non-standardized measures in emerging assessment areas for individuals from culturally or linguistically diverse backgrounds and to design and evaluate innovative classroom programs, comprehensive and integrated service systems, and educational and psychological interventions. School psychologists are accountable for the integrity of their practice. They protect the rights of children and their families in research, psychological assessment, and intervention. Their work reflects knowledge of federal law and regulations, case law, and state statutes and regulations for schools and psychological services. They appreciate the importance of the historical influences of educational, community, state, federal, and organizational dynamics on academic, social, and emotional functioning of children and youth in educational settings. Professional preparation for the specialty of School Psychology occurs at the doctoral level. This file was last updated on April 11, 2000 by D. Sapp Comments: cummings@indiana.edu |
