Meroni Claudia, Fagnani Laura, Confalonieri Emanuela, Baventore Davide, Velasco Veronica
Ordine degli Psicologi della Lombardia, 20124 Milan, Italy.
Department of Psychology, Università Cattolica del Sacro Cuore, 20123 Milan, Italy.
Eur J Investig Health Psychol Educ. 2021 Sep 24;11(4):1134-1155. doi: 10.3390/ejihpe11040084.
School psychologists' relevance has been broadly affirmed. However, there is no shared definition of their professional role, and more efforts are needed to promote an organisational and whole-school approach. The present study aims to investigate practices and representations of Italian school psychologists, advance knowledge of the status and development of school psychology, and learn more about the approaches currently adopted in schools. A qualitative method was used and 11 focus groups with a total of 86 participants were carried out. Ad hoc instruments were defined. The results highlighted that school psychologists are more focused on building one-on-one relationships, whereas relationships with the organisation as a whole appear to be more difficult. However, participants reported a wide range of activities, targeted to both the individual and the organisation. Moreover, efforts to strengthen the relationships with school principals and the entire school community were described. Specific needs emerged and the necessity to better define the school psychologists' role was reported by the participants. More efforts are needed to promote an organisational approach among Italian school psychologists and specific training should be offered.
学校心理学家的相关性已得到广泛认可。然而，对于他们的专业角色并没有统一的定义，需要做出更多努力来推动一种组织性的、全校性的方法。本研究旨在调查意大利学校心理学家的实践和认知，增进对学校心理学现状和发展的了解，并更多地了解学校目前采用的方法。采用了定性方法，开展了11个焦点小组，共有86名参与者。定义了专门的工具。结果表明，学校心理学家更专注于建立一对一的关系，而与整个组织的关系似乎更难建立。然而，参与者报告了针对个人和组织的广泛活动。此外，还描述了加强与学校校长和整个学校社区关系的努力。出现了具体需求，参与者报告有必要更好地界定学校心理学家的角色。需要做出更多努力，在意大利学校心理学家中推广组织性方法，并应提供专门培训。
