Utilization of School-Based Professional Services: An Exploratory Analysis of Perceptions of Mentor Teachers and Student Teachers

In this study we explored beliefs and experiences that may influence teachers in their decision making about use of related services, including school psychological services. Qualitative data were collected from 13 undergraduate elementary education majors and their 13 mentor teachers through indivi...

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Bibliographic Details
Published in:Journal of educational and psychological consultation 1998-12, Vol.9 (4), p.347-365
Main Authors: Pohlman, Craig, Hoffman, Lezley B., Dodds, Amy H., Pryzwansky, Walter B.
Format: Article
Language:English
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Summary:In this study we explored beliefs and experiences that may influence teachers in their decision making about use of related services, including school psychological services. Qualitative data were collected from 13 undergraduate elementary education majors and their 13 mentor teachers through individually administered semistructured interviews addressing perceptions of classroom challenges, readiness to respond to challenges, problem-solving training, and knowledge of available related services. Response themes suggested that teachers generally did not feel responsible for problems but did feel responsible for solutions, which represents a compensatory attribution model. Teachers reflected a willingness to ask for support. However, school psychologists were viewed as largely inaccessible and operating within narrow roles, suggesting a need for improved marketing of school psychological services.
ISSN:1047-4412
1532-768X
DOI:10.1207/s1532768xjepc0904_4