Anthun R
Department of Psychosocial Science, University of Bergen, Norway.
Scand J Psychol. 2000 Sep;41(3):181-7. doi: 10.1111/1467-9450.00186.
Varying standards and quality among Norwegian school psychology services (SPS) have resulted in national SPS support and developmental programs. The present study aimed to reveal SPS quality dimensions to suggest a basis for development of service standards. Teachers (333) and administrators (136) responsible for corresponding cases referred to the SPS responded to a questionnaire including indices of case service quality and collaboration between schools and SPS. The statistical analyses included factor analyses and a multiple regression analysis. The data and results from an earlier study of parents' quality dimensions were included in an items analyses. The result suggests five central SPS quality dimensions: availability, participation, consideration, effectiveness and security. While effectiveness has the strongest effect on the evaluation of case service quality both for parents and school personnel, the dimensions have different significance for different consumer groups. Relations to general service quality dimensions and consequences of the findings are discussed.
挪威学校心理服务（SPS）的标准和质量参差不齐，因此出台了全国性的SPS支持与发展计划。本研究旨在揭示SPS的质量维度，为服务标准的制定提供依据。负责向SPS转介相应案例的333名教师和136名管理人员对一份问卷进行了回应，问卷内容包括案例服务质量指标以及学校与SPS之间的合作情况。统计分析包括因子分析和多元回归分析。早期一项关于家长质量维度研究的数据和结果被纳入项目分析。结果表明SPS有五个核心质量维度：可及性、参与度、关怀度、有效性和安全性。虽然有效性对家长和学校工作人员对案例服务质量的评价影响最大，但这些维度对不同消费群体的重要性不同。文中讨论了与一般服务质量维度的关系以及研究结果的影响。
