School psychologists strive for providing effective educational and psychological services that promote healthy development (APA, 2016). This study provides an example of a school context where curricula and learning environment are enriched by the contribution of school psychology. Specifically, a case study on a laboratory school which presents the unusual structure of being directed by a developmental psychologist in a school setting - the WNS - will be presented. Lab schools’ mission is providing research on child development, training for teachers and service providers, and service to families and communities (Barbour, 2003; Clawson, 2003), activities which are strongly connected to a school psychologist’ role and function. The case study on WNS analyzed contextual and processing variables concerning the educational process. Data were collected through interviews, observations and examination of documents. The director, teachers and students were involved. Findings revealed an active role of the director in the design of the school as a place capable of fostering motor and cognitive skills, in developing curricula that promote academic and life skills, in creating collaborative relationships with families and teachers through frequent supervision meetings. In particular, the laboratory framework highlighted the role of the school psychologist as research promoter.
SCHOOL PSYCHOLOGY FOR PRESCHOOL SERVICES. A CASE STUDY ON THE WIMPFHEIMER NURSERY SCHOOL (WNS), NEW YORK.
MATTEUCCI, MARIA CRISTINA;
2017
Abstract
School psychologists strive for providing effective educational and psychological services that promote healthy development (APA, 2016). This study provides an example of a school context where curricula and learning environment are enriched by the contribution of school psychology. Specifically, a case study on a laboratory school which presents the unusual structure of being directed by a developmental psychologist in a school setting - the WNS - will be presented. Lab schools’ mission is providing research on child development, training for teachers and service providers, and service to families and communities (Barbour, 2003; Clawson, 2003), activities which are strongly connected to a school psychologist’ role and function. The case study on WNS analyzed contextual and processing variables concerning the educational process. Data were collected through interviews, observations and examination of documents. The director, teachers and students were involved. Findings revealed an active role of the director in the design of the school as a place capable of fostering motor and cognitive skills, in developing curricula that promote academic and life skills, in creating collaborative relationships with families and teachers through frequent supervision meetings. In particular, the laboratory framework highlighted the role of the school psychologist as research promoter.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
