Müller Bettina, von Hagen Alexa, Vannini Natalie, Büttner Gerhard
Department of Educational Psychology, Competence Centre School Psychology Hesse, Institute for Psychology, Goethe University Frankfurt, Frankfurt am Main, Germany.
Front Psychol. 2021 Apr 16;12:606228. doi: 10.3389/fpsyg.2021.606228. eCollection 2021.
School psychologists are asked to systematically evaluate the effects of their work to ensure quality standards. Given the different types of methods applied to different users of school psychology measuring the effects of school psychological services is a complex task. Thus, the focus of our scoping review was to systematically investigate the state of past research on the measurement of the effects of school psychological services published between 1998 and 2018 in eight major school psychological journals. Of the 5,048 peer-reviewed articles published within this period, 623 were coded by two independent raters as explicitly refering to or in the school context in their titles or abstracts. However, only 22 included definitions of effects of school psychological services or described outcomes used to evaluate school psychological services based on full text screening. These findings revealed that measurement of the effects of school psychological services has not been a focus of research despite its' relevance in guidelines of school psychological practice.
学校心理学家被要求系统地评估其工作效果，以确保质量标准。鉴于应用于学校心理学不同用户的方法类型各异，衡量学校心理服务的效果是一项复杂的任务。因此，我们范围综述的重点是系统地调查1998年至2018年期间在八本主要学校心理学期刊上发表的关于学校心理服务效果测量的过往研究状况。在此期间发表的5048篇同行评审文章中，有623篇被两名独立评分者编码为在标题或摘要中明确提及学校背景下的“ ”或“ ”。然而，基于全文筛选，只有22篇文章包含学校心理服务效果的定义或描述了用于评估学校心理服务的结果。这些发现表明，尽管学校心理服务效果的测量在学校心理实践指南中具有相关性，但它尚未成为研究的重点。
