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The International School Psychology Survey

Data from Georgia, Switzerland and the United Arab Emirates

Shane R. Jimerson

University of California - Santa Barbara, USA, jimerson{at}education.ucsb.edu

Kelly Graydon

University of California - Santa Barbara, USA, kgraydon{at}education.ucsb.edu

Mary Skokut

University of California - Santa Barbara, USA, mskokut{at}education.ucsb.edu

Mohammad Adnan Alghorani

United Arab Emirates University, m.alghorani{at}uaeu.ac.ae; dr.adnan{at}alghorani.com

Anna Kanjaradze

Georgian Professional Psychologists Association, akanjaradze{at}hotmail.com

Jürg Forster

School Psychology Services of Zurich, Switzerland, Juerg.Forster{at}zuerich.ch

the ISPA Research Committee

Using the International School Psychology Survey (ISPS), this study aims to advance our knowledge of the characteristics, training, roles and responsibilities, challenges and research interests of school psychologists around the world by comparing recent international data. The current study contributes valuable information regarding the profession of school psychology by building upon previous surveys of school psychologists using ISPS data gathered in Albania, Cyprus, Estonia, Greece, Northern England, Australia, china, Germany, Italy and Russia. The discussion provides unique insights regarding similarities, differences and diversity among school psychologists in Georgia, Switzerland and the United Arab Emirates.

Key Words: challenges • characteristics • international survey • research interests • responsibilities • roles • school psychologists • training

School Psychology International, Vol. 29, No. 1, 5-28 (2008)
DOI: 10.1177/0143034307088501
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S. R. Jimerson, J. Annan, M. Skokut, and T. L. Renshaw
Educational Psychology in New Zealand: Results of the 2006 International School Psychology Survey
School Psychology International, October 1, 2009; 30(5): 443 - 455.
[Abstract] [PDF]