Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
School Psychology International
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Right arrow Citation Map
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via HighWire
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Lam, S.-F.
Right arrow Articles by Mak, Y.-S.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

The Changing Roles of Educational Psychologists in Hong Kong

Shui-Fong Lam

University of Hong Kong

Yung-Sung Mak

City University of Hong Kong

This is a study of the roles and functions of educational psychologists in Hong Kong. A questionnaire survey was conducted with 21 Hong Kong educational psychologists in spring 1997. The purposes of the survey were to investigate how much time Hong Kong educational psychologists use in various services and with various clients, what difficulties they encountered in their work, what skills and knowledge they perceived as important to their practices, and how frequently they work with other professionals. The results of the survey indicated that Hong Kong educational psychologists have gone beyond the traditional role of psychometricians or gatekeepers of special education. Their services ranged from remediation to prevention, case work to systems work, and direct services to indirect services. Reflecting a universal trend, Hong Kong educational psychologists function in an advanced model of service delivery which is proactive and systemsoriented. However, they are still faced with many difficulties in their work. These difficulties include lack of government planning, a poor ratio between educational psychologists and students, and poor promotion prospects in their careers. On the basis of the survey findings, implications for training and the future development of the profession are discussed.

School Psychology International, Vol. 19, No. 4, 317-340 (1998)
DOI: 10.1177/0143034398194004
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?


This article has been cited by other articles:


Home page
 School Psychology InternationalHome page
Y. Ding, Y.-L. Kuo, and D. C. Van Dyke
School Psychology in China (PRC), Hong Kong and Taiwan: A Cross-Regional Perspective
School Psychology International, December 1, 2008; 29(5): 529 - 548.
[Abstract] [PDF]

Home page
 School Psychology InternationalHome page
M. K. E. Lahman, R. C. D'amato, S. Stecker, and E. Mcgrain
Addressing the Shortage of Rural School Psychologists via Technology: Using Candidate Qualitative Interviews to Inform Practice
School Psychology International, October 1, 2006; 27(4): 439 - 461.
[Abstract] [PDF]