Perceptions of Role Definition Processes in School Psychology: A National Survey

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Abstract
Previous research and discussion has focused upon the role definition of school psychology by a multiplicity of role definers, discrepancies between actual and desired roles, and job satisfaction. Consistently, the findings have indicated a preference by school psychologists to modify their present role definition. This study investigates the process of role definition, attempting to identify factors perceived as important to that process and suggesting areas for further research. A questionnaire format was used to gather data from 165 school psychologists, sampled from the National Association of School Psychologists (NASP) membership, 92 school superintendents, and 43 state education departments. The results indicate that school psychologists do play a significant part in defining the role, and selected environmental factors studied had little relationship to the role defined. Major resources of influence are delineated as defined by administrators, state consultants and school psychologists. Intervention strategies for modifying the role are discussed.