How Do I Become a School Psychologist?

School psychology is a branch of applied psychology. It is the result of the combination of psychology and school education practice. It is a specific manifestation of the application and service of psychology in primary and secondary schools. School psychology mainly studies how to carry out the necessary psychological education assessments in schools and how to conduct appropriate psychological education interventions, including psychological counseling, counselling and treatment after the assessment results. It mainly analyzes various problem behaviors in students, such as learning disabilities, attention deficit hyperactivity disorder, personality and emotional disorders, etc., and proposes practical and corrective methods.

Chinese name: School psychology
Foreign name: School Psychology

Applied discipline: psychology
Application range: Educational psychology

Definition of School Psychology

Definition of the International School Psychology Association (1996): "The term school psychologist refers to a professional who has been trained in psychology and education to provide psychological services to children and adolescents in schools, families, and other environments that may affect personnel".

The American Psychological Association (2000) defines: "School Psychology is a comprehensive professional activity and a professional psychology that provides services to school education. It provides students, parents, educators, and school education. The process provides psychological knowledge and practical guidance, and provides students with psychological evaluation, intervention, prevention, health promotion, plan design and evaluation services for the development process in schools, families and other systems, creating a positive learning environment and promoting their physical and mental health development of."

School psychology is a branch of applied psychology. It is the result of the combination of psychology and school education practice. It is a specific manifestation of the application and service of psychology in primary and secondary schools. The emergence and rise of school psychology not only provides psychological scientific basis for students' mental health education, but also provides employment opportunities for public officials. When school psychologists enter the school, they not only actively work to prevent mental illness and mental hygiene, but also an indispensable force for study counseling, career guidance, and moral education.

School of Psychology

Psychology was born in Germany in 1879; Lightner Witmer founded the Children's Clinic at the University of Pennsylvania in 1896, marking the birth of school psychology and clinical psychology; in 1891, the American Psychological Association (APA) was founded In 1936, the American Association of Applied Psychology was established; in March 1945, the American Academy of School Psychology (Division 16 of the APA, formed specifically for the specialty of school psychology); in 1969, the American Association of School Psychologists was established (the National Association of School Psychologist); In 1981, the International School Psychology Society was established; in 1993, when the Seventh Council of the Chinese Psychological Society was established, the original School Management Psychology Professional Committee was changed to the School Psychology Professional Committee.

Object, Nature and Task of School Psychology

1. History of school psychology The branch of applied psychology is the result of the combination of psychology and school education practice, and it is the specific performance of the application and service of psychology in primary and secondary schools.

2. School psychology is developed on the basis of psychological branches such as developmental psychology, educational psychology, clinical psychology, and consulting psychology. It is not only closely related to these branch disciplines, but also the result of the fusion of these psychological branches.

3. The research object of school psychology is mainly 5-18 years old students. Although it also explores the psychological characteristics of normal children and adolescents, the focus is mainly on children and adolescents with physical and mental defects and learning difficulties.

The emergence and rise of school psychology has provided psychological basis for students' mental health education. When school psychologists enter the school, they not only actively work to prevent mental illness and maintain mental health for students, but also become an indispensable force for study counseling, career guidance, and moral education.

Status and Role of School Psychology

1. Research topics: Applied topics in school education.

2. The role of school psychologists in school

(1) Mental health care providers: educate students about their mental health and cultivate students' good psychological qualities.

(2) Mentors of moral education.

(3) Tutors for student learning.

(4) Choose a career instructor.

School Psychology Work Area

1. Psychological prevention and mental health.

2. Counseling.

3. Diagnostic evaluation.

4. Behavior correction.

5. Study guidance.

6. Career guidance.

Five Principles of School Psychology

Five Principles of School Psychology Research and Practice

1. Comprehensive and developmental principles;

2. Principles of life philosophy in psychological counseling and counselling;

3. Principles of individual counseling and group counselling;

4. Educational and human principles;

5. From "corrective psychological counseling" to "cultivated psychological counselling" principles.

The relationship between school psychology and other psychology

School psychology has independent research objects and its own tasks, constitutes its unique subject nature, and constitutes an independent branch of psychology.

1. General psychology is the foundation of school psychology;

2. School psychology and child psychology study the laws of children's psychological development together;

3. An applied psychology;

4. Psychometrics provides assessment tools and analytical methods for school psychologists.

School Psychology Helper

School psychologists are mainly targeted at students aged 5 to 18. Because at this stage, adolescence is at the crossroads of life development. On the one hand, this stage is the period when youth ideals and beliefs are formed, the period when the world outlook, values, and outlook on life are in their infancy, and the period when they begin to guide their behavior with moral consciousness and concepts. On the other hand, this stage is a period of rapid physiological maturity, and psychological development cannot keep up with physiological development. It is a period of rebellion and confrontational psychology. It is a period of infancy and maturity, impulse and control, independence and dependence. . Therefore, the psychological development of adolescence must be a stage of serious polarization. One of the main tasks at this stage is to deal with various contradictions in the transition from naive to mature and childhood to adolescents, and gradually mature.

Scholars from all over the world are exploring and researching adolescents and forming a variety of adolescent views. One of the more popular is the "crisis period" view. The crisis period comes from Crisis theory. It is a kind of adolescent view popular in contemporary western psychology. The theory is based on the fact that the characteristics of lifestyles in the western society, interpersonal relationships, and the current situation of the family structure cause rebellion against society, resistance to adults, defiance of the law, and risk taking the risk. Conflicts with reality and adults. Crisis theory is manifested in the thoughts of psychologists of various schools. For example, E. Spranger likens adolescence to "the second birth"; S. Hall likens adolescents to "strum and drung" -like things in life. Quiet and turbulent times; K. Lewin (K. Lewin), in explaining the psychological characteristics of adolescents, believes that the transitional stage from the "psychological field" of a child to the "psychological field" of an adult, adolescents cannot identify themselves in unknown environments Has become a "marginal man" between children and adults; L Hollingworth describes adolescents as a "psychological" that requires them to get rid of dependence and demand equality and independence in the family. "Weaning period"; EHErikson clearly stated that the task of youth development is to establish self-identity and prevent the spread of self-identity, to avoid the crisis of self-identity, and to promote the healthy development of personality. Focusing on the "crisis period", the question was raised, which is just an explanation of the characteristics of adolescents' psychological development by developmental psychology. How to carry out further discussions, especially to overcome this crisis in educational practice, so that young people can successfully pass through the "transition period", it is up to school psychologists to solve the problem.

Therefore, school psychology is the product of psychology serving the school and solving school practical problems. School psychologists are currently working in primary and secondary schools to conduct psychological tests on personal intelligence for teaching, education, and counseling purposes; to provide school-based psychological therapy to children and adolescents at school; to work closely with teachers and school staff on students Carry out mental health work so that they have the best social adaptation.