In the Italian school system, the presence of school psychological services (SPSs) is not equally widespread and the kind of activities realized by school psychologists (SPs) may be extremely diversified. This study aims to advance our knowledge about SPs’ presence and activities in Italian schools, using a mixed-method research design. In its quantitative stage, the study aimed at gathering information about SPSs in a Northern Italy district via an online questionnaire (N= 83 schools). In its qualitative phase, it aimed to identify strengths and limits of school psychologists’ presence in the school context by means of semi-structured interviews with seven (7) representatives of the school context (i.e., principals, parents, teachers, school psychologists and a representative of the local education authority). Qualitative data were analysed using conventional content analysis. The interviews reveal highly diversified situations across schools, and discontinuity appears to be one of the main limit. Insufficient resources are considered one of the greatest problem, hindering the delivering of SPSs, and the need of developing a more connected system of services one of the greatest challenge. As for implications for school psychology, an improved knowledge about SPs’ presence and functions may help the development of SP in Italy and internationally.
PSYCHOLOGISTS IN THE ITALIAN EDUCATION SYSTEM. A MIXED-METHOD RESEARCH TO STUDY STRENGTHS AND LIMITS OF THEIR PRESENCE IN THE SCHOOL CONTEXT.
MATTEUCCI, MARIA CRISTINA
2017
Abstract
In the Italian school system, the presence of school psychological services (SPSs) is not equally widespread and the kind of activities realized by school psychologists (SPs) may be extremely diversified. This study aims to advance our knowledge about SPs’ presence and activities in Italian schools, using a mixed-method research design. In its quantitative stage, the study aimed at gathering information about SPSs in a Northern Italy district via an online questionnaire (N= 83 schools). In its qualitative phase, it aimed to identify strengths and limits of school psychologists’ presence in the school context by means of semi-structured interviews with seven (7) representatives of the school context (i.e., principals, parents, teachers, school psychologists and a representative of the local education authority). Qualitative data were analysed using conventional content analysis. The interviews reveal highly diversified situations across schools, and discontinuity appears to be one of the main limit. Insufficient resources are considered one of the greatest problem, hindering the delivering of SPSs, and the need of developing a more connected system of services one of the greatest challenge. As for implications for school psychology, an improved knowledge about SPs’ presence and functions may help the development of SP in Italy and internationally.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
