Thomas H. Hohenshil

The Relationship of Occupational Stress, Psychological Strain, and Coping Resources to the Turnover Intentions of Rehabilitation Counselors.

The Occupational Stress Inventory—Revised (Osipow, 1998) and an individual data form were used to determine the turnover intentions of rehabilitation counselors, based on an interactive model of stress, strain, and coping as well as various demographic variables. The sample consisted of counselors who considered themselves to be employed full-time as rehabilitation counselors, regardless of job setting, and who are members of the American Rehabilitation Counseling Association. The results indicate that it is the occupational stress inherent in the job functions of rehabilitation counselors, and not individual coping resources or demographic variables, that accounts for the turnover intentions of counselors in the field of rehabilitation.

Job Satisfaction of School Psychologists in the United States A National Study

This study was designed to determine the level of job satisfaction of school psychologists in the United States who are employed in a school setting. It replicates a previous national study (Anderson et al., 1984) that was conducted ten years earlier. Data were collected through mail surveys consisting of a demographic data form and a modified form of the Minnesota Satisfaction Questionnaire. Results revealed that 86 percent of the practicing school psychologists were satisfied or very satisfied with their jobs, while only 14 percent indicated that they were dissatisfied with their jobs. Almost threequarters of school psychologists (73.2 percent) intend to remain in their current position for the next five years. The vast majority (91.9 percent) also intend to remain in the profession of school psychology. Compared to school psychologists in 1982, the present group of school psychologists continues to report high levels of overall job satisfaction. School psychologists are most satisfied with independence, a chance to do important work that fits with ones values, and congenial colleagues with whom to work. The overall level of satisfaction is equal to that of clinical psychologists and previous studies of school psychologists. Specific factors of school system policies and procedures and opportunities for advancement continue to be the source of most dissatisfaction for school psychologists.

National survey of career development functions of practicing school psychologists

Three hundred sixty-four (364) practicing school psychologists were surveyed about involvement in career development functions. Responses were analyzed using multiple regressions and correlated t-tests. Findings reveal school psychologists to be interested in career development functions, with particular interest in career counseling; they are minimally involved in career assessment, counseling, and consultation. Ninety percent of respondents felt unprepared to participate in vocationally related job responsibilities. School psychology should prepare its members for involvement in career development. Means of accomplishing greater participation were discussed.

The practice of vocational school psychology in business and industry: Possibility or pipe dream?

This article is a description of how vocational school psychologists can make significant contributions to various support service programs in business and industry. Special emphasis is placed upon appropriate training programs and the utilization of school psychological skills in industrial settings.

Job Satisfaction among American School Psychologists International Implications

Job satisfaction has been associated with a variety of personal, social and work related variables, all of which have potential implications for practising school psychologists. The present study utilized a modified form of the Minnesota Satisfaction Questionnaire and a demographic data form to investigate overall levels of job satisfaction among practising school psychologists in the State of Virginia (USA), the degree of satisfaction expressed with each of twenty subfactors of job satisfaction, and the relationship between job satisfaction scores and selected demographic variables. A response rate of 87.36 percent was achieved, and responses from 267 practitioners were analysed. Results indicated that 84.27 percent of the respondents were either satisfied or very satisfied with their jobs. Of the twenty job subfactors measured, school psychologists expressed dissatisfaction wit1} only two: school system policies and practices, and advancement opportunities. Three significant predictors of job satisfaction emerged: membership in the Virginia Association of School Psychologists (positively related), membership in the National Education Association (negatively related), and contract length (negatively related). Four other variables were found to be significant correlates of job satisfaction: tendency to remain in current position (positively related), tendency to remain in the profession of school psychology (positively related), membership in the Virginia Education Association (negatively related), and membership in the National Association of School Psychologists (positively related).

Call for redirection: A vocational educator views school psychological services

Abstract This article was written in an effort to stimulate greater interest and active involvement in vocational and career education on the part of school psychological services. Several functions for the school psychologist were proposed, including assistance in the selection of students for vocational programs designed for the handicapped and disadvantaged, teacher consultation, and consultation in the development of career education programs.

Vocational Assessment in the USA School Psychology's Evolving Roles

Vocational assessment is part of expected practice for school psychologists in the USA. The authors discuss how school psychologists can facilitate the transition of students with disabilities from the elementary school to secondary schools, and employment. Major vocational assessment techniques are reviewed and vocational implications of traditional assessment procedures are presented.

School Psychologists Facilitating Career Development Programs in Secondary Education.

It would have been quite surprising to see an article on the topic of school psychology and career development 10 years ago. Until recently, school psychologists almost exclusively practiced at the elementary level and had primary responsibilities for the provision of support services to handicapped children, their parents, and teachers. Ten years ago, career development services (career education, vocational education, vocational assessment, and career counseling) for students with special needs were sorely lacking in both quality and scope. Although there were some federal set-aside funds for handicapped students in the vocational education legislation, the real impetus to expand career development services for handicapped students came with the implementation of P.L. 94-142, The Education for All Handicapped Children Act of 1975. This far-reaching legislation indicates that handicapped youth have the same rights to comprehensive

A Reaction Paper by a Counselor Educator

is a pleasure for me to react to, &dquo;The Comprehensive Involvement of the School Counselor in Career Education,&dquo; statement which resulted from the recent APGA career education project. This proactive statement proposes a significantly expanded role for school counselors, much of which is not currently reflected in either master’s level training programs or state certification standards. In order to fully implement such a broad professional role statement, it is obvious that both certification standards and counselor preparation programs must be expanded in the areas of career education and