Rural School Psychology in the United States

Publisher Website
Google Scholar
Abstract
The unique ecology of rural settings results in difficulty with regard to the delivery of psychological services. The investigation reported herein was designed to determine the particular problems which are perceived as most extreme by school psychologists from the United States practising in rural areas of four selected states. Psychologists were asked to rank ten problem statements from most to least severe in relation to their job setting. Results reveal that limited accessibility to community resources, lack of understanding of exceptional children by parents or school staff, heavy caseload, and limited availability of alternative special education programme options were the most severe problems faced by school psychologists in the settings surveyed. The implications of these problems for the training of school psychologists and for professional practice are discussed.