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Title: The psychology of psychologists : an exploration of the factors that influence school psychologists' practices and perspectives in the assessment of children referred with behavioural difficulties
Author: Lanza, L. M.
ISNI:       0000 0004 6059 8753
Awarding Body: Institute of Education, University of London
Current Institution: University College London (University of London)
Date of Award: 2015
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Children all around the world demonstrate behaviour problems. These may consist of a wide array of disruptions ranging from mildly annoying and relatively minor problems to more significant and marked behaviours. Among the forty-three countries where school psychology services exist, school psychologists are often called upon to assess children who are demonstrating behaviour difficulties and other mental health issues. Yet few studies exist which explore school psychologists’ practices and perspectives in the assessment of children referred due to behaviour difficulties. This thesis will contribute to the existing body of knowledge by exploring the: 1. Theoretical Factors, School Psychologist Factors and 3. Assessment Factors that influence Ontario school psychologists’ practices and/or perspectives in their assessments of children referred with behavioural difficulties. Forty-four school psychologists from the province of Ontario, Canada, participated in a mixed-methods study using self-administered postal questionnaires and semi-structured interviews. The results of this study highlight that Ontario school psychologists aim to provide psychological assessments that allow them to identify difficulties across the continuum of behaviour from mild to severe. Significant findings include relationships between the areas of: training, registration, years of professional experience, methods of assessment, diagnosis, interventions, as well as theoretical perspectives of behaviour. As school psychology continues to grow internationally, it is essential that school psychologists are at the forefront of conducting research that encourages self-reflection, enhances their knowledge and skills, and advances the profession.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available