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A Survey of School Psychology in Developed and Developing Countries

Jacqueline L. Cunningham

The University of Texas at Austin, USA

Professionals with expertise in school psychology, particularly with regard to the preparation of school psychologists, responded to a questionnaire examining the status of school psychology in fifty-four developed and developing countries. Substantive findings are discussed relating to six issues: functions of school psychologists, their characteristics, their preparation, regulation of services, importance of research and predicted future trends. School psychology is a growing profession. Similar conceptions of the roles and functions of school psychologists are held throughout the world. School psychology is regulated by four sectors: universities and federal agencies together with professional associations of psychology and education. Discrepancies exist in the perceived need for research and the roles accorded to research participation among school psychologists. Expectations for more professionalism within school psychology are higher in the more developed countries. Substantial differences often exist between high- and low-GNP countries. Recommendations for the future development of the field are offered.

School Psychology International, Vol. 13, No. 2, 99-129 (1992)
DOI: 10.1177/0143034392132001


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