PROFESSIONAL ROLES AND PRACTICES OF SCHOOL PSYCHOLOGISTS IN URBAN SCHOOLS

Abstract

An empirical focus on the perspectives and experiences of practitioners who work in urban school districts is lacking in the school psychology literature. Therefore, the purpose of this study was to investigate the professional roles and practices of school psychologists who serve students, families, and schools located in urban school districts. School psychologists who practice in five racially and ethnically diverse urban districts were surveyed regarding their demographic profiles, professional practices, and current professional needs. In comparison to data reported in demographic surveys conducted by the National Association of School Psychologists, there were significant differences in demographics, practices, and issues that face school psychologists in urban settings. Implications are discussed in terms of improving services for urban populations.