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School Psychology International
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A Survey of Teacher Perceptions of the School Psychologist‘s Skills in the Consultation Process

An Exploratory Factor Analysis

F. Pérez-González

R. García-Ros

A. GóMez-Artiga

Department of Developmental and Educational Psychology, University of Valencia, Spain

The main purpose of this study is to present the construction and validation process of an instrument designed to evaluate the professional skills of the school psychologist in the teacher consultation process. Initially, an extensive list of items was created which evaluated the characteristics of school psychologists in this area. After carrying out a pilot study and making the necessary modi.cations, we presented the scale to a sample of 157 primary and secondary public school teachers in the Valencian Community. An exploratory factor analysis was carried out on the main components, applying the corresponding varimax rotation. The results show a factorial structure made up of three complimentary dimensions that make complete psychological sense and are useful from a psycho-pedagogical intervention perspective: Expert knowledge and attitude toward the interaction; Coordination in the intervention process and Initiation and follow-up of the intervention.

School Psychology International, Vol. 25, No. 1, 30-41 (2004)
DOI: 10.1177/0143034304026778
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[Abstract] [PDF]