中国学校心理学家角色的缺失和需求  

The Absence of School Psychologist and the Demands of This Role in China

作　　者：姜旭[1] 韦小满[2] 

机构地区：[1]北京师范大学心理学院,北京100875 [2]北京师范大学教育学部,北京100875

出　　处：《中国特殊教育》2009年第8期90-96,共7页Chinese Journal of Special Education

基　　金：国家基础科学人才培养基金资助(J0630759)~~

摘　　要：美国的学校心理服务系统发展比较完善,学校心理学家是该系统中最主要的两种角色之一,并发挥着越来越重的作用。中国的学校心理工作刚刚起步,存在着工作人员的角色和功能模糊,专业化程度低、工作方法和模式不成熟等方面的问题,总体而言缺少学校心理学家这一职业角色。随着教育系统对专业心理服务的需求愈加强烈,在中国教育和心理健康领域缺少学校心理学家专业支援的问题也愈加明显。在"融合教育"成为国际教育形势的时代,学校心理学家在中国具有巨大的发展空间,他们能够在教育中贡献心理学的力量,推动中国教育观念和教育实践的进步。The development of school psychological service in the United States has evolved into a large and potent force. School psychologist plays one of the most significant roles in this service system and becomes in creasingly important. However, the profession of school psychology in China is barely in its infancy, with obscure role and function of personnel workers, weak professional identity and structure, immature working approaches and models, etc. As the considerable demands in school settings increase, it becomes apparent that the absence of the school psychologist in Chinese education and mental fields is problematic. Given the fact that classroom teachers are still the service providers in school systems in China, the development of school psychology in China is warranted, particularly in the era of ＂inclusive education＂. They can make psychology great contribution to education, and promote the progress of Chinese education, beth in theoretical and practical field.

关 键 词：学校心理服务 学校心理学家 特殊教育 融合教育 

分 类 号：B849[哲学宗教—应用心理学]