Educational Psychologist - Specific Functions

Specific Functions

The most noteworthy function is, without a doubt, formal (rather than informal) assessment. This evaluation involves collecting information, in a valid and reliable way, about the three target groups of the triangle diagram (in their respective contexts): teachers, students and curricula. Evaluation is divided in at least two main types: diagnosis (dysfunctions detection such as physical, sensory and intellectual impairments, dyslexia, attention-deficit/hyperactivity disorder, pervasive development disorders or autism spectrum disorders) and psycho-educational evaluation (detection of curriculum difficulties, poor school atmosphere or family problems, etc.). Evaluation implies detection, and, thanks to this, Prevention.

A second function, very relevant too, is psychological counseling. This must be directed to: a) students, in their various dimensions (intellectual, obviously, but also their social, affective and professional dimensions); b) parents, as ‘paraprofessionals’ who may implement programs, selected or developed by educational psychologists, to solve their child/student problems; c) teachers, to whom will be offered psycho-educational support to face psychological difficulties that may be found when implementing and adapting curricula to diversity shown by students; d) academic authorities, who will be helped in their decision-making, regarding the teaching (teaching process) and administrative duties (providing necessary support for students with specific educational needs, decisions about promotion to the next level, and so on).

A third function based on communitarian interventions, with three main facets: corrective, preventative, and optimizing interventions. If disruptive behavior occurs in particular moments and contexts, then a corrective intervention is required. If the aim is school violence reduction, then tertiary preventive intervention programs are needed. If an early diagnosis of learning difficulties is carried out, then psychologist has undertaken secondary prevention. If the aim is to use psycho-educational programs to prevent future school failure, then a primary preventative intervention program is put into practice. The complement to all of these interventions is constituted by a series of optimizing activities, meant for the academic, professional, social, family, and personal improvement of all agents in educational community, especially learners.

A fourth function, or specific activity, is referral of those suffering dysfunctions to other professionals, following a previous diagnostic evaluation, with the aim to coordinate future treatment implementation. This coordination will take place with parents, teachers and other professionals, promoting collaboration among all educational agents in order to get the fastest and best case resolution. This second triangle represents the essential components of school psychology, for some European researchers or division 16 of APA.