国外学校心理学的发展及其对我国特殊教育的启示  

Development of School Psychology in Foreign Countries and Suggestions for Chinese Special Education

作　　者：丁怡[1] 肖非[2] 杨凌燕[2] 

机构地区：[1]爱荷华大学学校心理学系,爱荷华市52242 [2]北京师范大学教育学院特殊教育系,北京100875

出　　处：《中国特殊教育》2005年第11期59-63,共5页Chinese Journal of Special Education

摘　　要：本文首先回顾了学校心理学在欧美国家的发展历史,介绍了当前学校心理学在其他发达国家的发展现状及其特点。然后文章简单讨论了学校心理学在我国发展的条件和现状。在我国,学校心理学刚刚进入她的萌芽期,队伍的完善和职业规范也有待于长期的发展和建设。我国特殊教育的现状决定了特殊教育教师还将是特殊教育体系中服务于特殊儿童少年的孤独的主力军。在心理健康服务有待于提高的现状下,笔者对我国特殊教育的未来发展也提出一些参考性的建议。This paper starts with a review of the history of school psychology in U. S. A and other western countries, introduces current researching situation of school psychology in other developed countries, as well as their unique characteristics. Thus, a discussion is addressed to explore the conditions of developing school psychology services in China and its current status. In China, school psychology has not been developed as an independent and separate discipline yet. Waiting for well - trained school psychologists and a well - developed school psychology credential system warrants long- term efforts. The reality of Chinese special education makes special educators the sole and primary service providers for children and adolescents with disabilities. Future directions and a few suggestions for special education in China are discussed.

关 键 词：学校心理学 特殊教育 心理服务 特殊儿童 

分 类 号：G760[文化科学—特殊教育学]