Edward M. Levinson

Actual/Desired Role Functioning, Perceived Control over Role Functioning, and Job Satisfaction among School Psychologists.

This study utilized the Minnesota Satisfaction Questionnaire and a demographic data form to investigate the relationship between job satisfaction and actual/desired role functioning and perceived control over role functioning among a population of school psychologists. Results indicated that school psychologists spend more time in assessment activities than they desire to and less time in consultation, counseling, and research than they desire to. Both discrepancy between actual and desired role functioning and perceived control over role functioning were found to be significantly associated with job satisfaction. Role function and perceived control variables combined accounted for almost half of the job satisfaction variance. Four role function variables emerged as significant predictors of job satisfaction: discrepancy between actual and desired time spent in assessment, discrepancy between actual and desired time spent in clerical activities, actual time spent in research, and discrepancy between actual and desired time spent in research. Results are discussed in terms of their practical significance for practicing school psychologists.

Heuristic principles and cognitive bias in decision making: Implications for assessment in school psychology

Research has indicated that the diagnoses and classification decisions made by professionals are often unreliable. People employ several heuristic strategies when making decisions under conditions of uncertainty. Use of these heuristics can have a detrimental effect on the decision-making process. This paper describes factors that may bias psychoeducational decision making and discusses three heuristic principles that affect decision making. The means by which school psychologists can be made aware of these heuristic principles and encouraged to consider them when making psychoeducational decisions are discussed. Other methods by which bias in the psychoeducational process can be reduced, including the use of statistical and actuarial-based assessment systems, the multitrait multimethod approach to multifactored assessment advanced by Gresham (1983), and direct instruction in reasoning and decision making are also discussed.

Predictors of school psychologist satisfaction with school system policies/practices and advancement opportunities

Previous research investigating the job satisfaction of school psychologists has consistently identified two major sources of dissatisfaction: school system policies and practices, and advancement opportunities. This study utilized a modified form of the Minnesota Satisfaction Questionnaire and a demographic data form to identify predictors of satisfaction with these two aspects of the school psychologists job. Regression analyses identified six predictors of satisfaction with school system policies/practices, which accounted for 22% of the variance, and five predictors of satisfaction with advancement opportunities, which accounted for 17% of the variance. Discriminant function analyses indicated that the identified predictors could correctly classify 66.37% and 64.56%, respectively, of school psychologists as satisfied or dissatisfied with policies/practices and advancement opportunities. Results are discussed in terms of their practical significance for school psychologists.

JOB SATISFACTION AMONG SCHOOL PSYCHOLOGISTS: A REPLICATION STUDY '

The purpose of this study was to determine whether the results of Anderson, et al.s 1984 national study of the job satisfaction of NASP affiliated school psychologists could be replicated in one state and with a sample that comprised both NASP-affiliated and nonaffiliated school psychologists. The job satisfaction of 362 school psychologists in Pennsylvania was analyzed using demographic data and the Minnesota Satisfaction Questionnaire and other procedures nearly identical to those employed by Anderson, et al. Current results paralleled the results of Anderson, et al. both in the percentages of school psychologists who showed various levels of job satisfaction and in regard to sources of satisfaction and dissatisfaction.

Correlations of scores on the Gifted Evaluation Scale with those on WISC-III and Kaufman Brief Intelligence Test for students referred for gifted evaluation

29 students (M age of 8.0 yr.) who were referred for evaluation were administered the Gifted Evaluation Scale, the Kaufman Brief Intelligence Test, and the WISC-III. Paired t tests comparing the mean GES Quotient with the K-BIT mean IQ and WISC-III Verbal, Performance, and Full Scale IQs yielded no statistically significant differences (range of IQs = 120.6 to 122.9). While the significant correlation of the GES Quotient and WISC-III Performance IQ was .42, r = − .37 for the GES Quotient and WISC-III Verbal IQ. No significant correlation was found between the GES Quotient and the WISC-III Full Scale or K-BIT IQs. The limitations and implications of the study, with regard to the use of the Gifted Evaluation Scale, are discussed.

School psychology and college learning disabled students: Traning and service possibilities

In recent years, increased attention has been devoted to the applicability of school psychological services to the adult population. Despite such attention, few school psychologists currently are being prepared to service adults. This paper argues that, with increasing numbers of learning disabled students entering postsecondary institutions, there exists an opportunity for school psychology training programs to aid in the servicing of these legally handicapped adults, while, at the same time, providing valuable experience to school psychology students in servicing the adult population. Specifically, this paper provides the reader with an overview of services provided to college learning disabled students, discusses the relationship between such services and school psychological services, and identifies numerous and service possibilities that exist for the profession of school psychology.

Vocational/Career Assessment in School Psychological Evaluations: Rationale, Definition, and Purpose.

This article suggests that a need exists in schools for the vocational, as well as academic, preparation of students, and that this need is especially prevalent among the handicapped. A rationale is offered for the involvement of the school psychologist in facilitating vocational/career development via the assessment process. Definition and purposes of vocational assessment as they relate to school psychological evaluations also are presented.

Employment-related differences between male and female school psychologists

A total of 636 full-time school psychologist practitioners in Pennsylvania were surveyed and asked to complete a demographic data form and to estimate the actual percentage of time they spent in assessment, counseling, consultation, research, clerical tasks, and administrative tasks, and the amount of time they desired to spend in each of these roles. No statistically significant differences were found between male and female school psychologists in actual time spent in various roles or the time desired to be spent in various roles. Male school psychologists were found to work longer contract lengths and to make more money than their female counterparts. When monthly salaries were compared (adjusted for differences in contract length), statistically significant salary differences between male and female school psychologists were found.

Vocational assessment involvement and use of the self‐directed search by school psychologists

This paper offers a justification for the school psychologists involvement in the vocational assessment process and suggests the use of a vocational instrument entitled the Self-Directed Search (SDS). It is argued that use of this instrument can provide school psychologists with a psychometrically sound and time- and cost-efficient means of incorporating a vocational component into their secondary school psychoeducational assessments. The SDS, and the theory upon which it is based, is described. The integration of SDS data with other psychoeducational data to generate vocationally specific recommendations is also discussed.

Vocational Assessment Procedures for School Psychologists at the Secondary Level

School psychologists can have a meaningful impact on the career education of both handicapped and nonhandicapped secondary-aged students. This article presents an overview of ways and means by which school psychologists can assist in the vocational appraisal of junior and senior high school students. Career development theory, particularly as it pertains to handicapped students, is briefly discussed. Specific vocational assessment techniques are presented. A format for psychological vocational report writing is also outlined.