a transnational perspective
Chryse (Sissy) Hatzichristou, Ph.D.
Professor of School Psychology
Director of the Center for Research and Practice
in School Psychology
Department of Psychology
University of Athens, Greece
Domain I
 Role and specialty definition
 Professional practice
Domain VI
 Professional identity
A conceptual
framework of
the evolution
of school
psychology at a
transnational
level
Domain V
 Scientific foundation
for practice
Hatzichristou, 2002
Domain II - Legal issues
 Professional practice
 State and federal national
laws and statutes
 Certification-licensure
Domain III
Education / preparation
 Accreditation
Domain IV
 Scientific and Professional
Associations
Common Outcomes For School Psychologists:
The case of the Greek System
Outcomes for Children and Youth
Improved social and emotional functioning
(mental health) for all children
Improved academic competence for all
children
Outcomes for Families
Increased parent/family skills to promote
healthy development (parent training
programs)
Increased family involvement with schools
Outcomes for Schools
Improved in-service training for teachers (comprehensive
programs-academic and social- emotional domains)
Increased implementation of evidence-based prevention
and early-intervention programs
Outcomes for System
Develop model of alternative school psychological services
Develop prevention and early-intervention programs
Promote conceptualization of multidimensional SP role
Promote University-School-Community partnership and
collaboration
Provide leadership toward a shared agenda
SYSTEMIC –ECOLOGICAL DOMAIN
MACRO-LEVEL FACTORS
educational system centralized
lack of SP services in public schools
psychologists employed in 50 public special
education schools and private schools
foundation of Centers of Diagnosis,
Assessment and Intervention
lack of clear definition of the specialty
Alternative school psychological services:
Development of a model linking theory,research
and service delivery
Conceptual framework
Scientist –practitioner approach in SP
Systemic approach
(social,cultural/ethnic/national,ecological) in
assessment and intervention practices
Evolving roles and functions of SPs in research,
practice and training
Systemic approach of personal and professional
development and identity of SPs
Hatzichristou,1998
ALTERNATIVE SCHOOL
PSYCHOLOGICAL SERVICES
A data-based model
(Hatzichristou, 1998, in press)
PHASE IV
Center for Research and Practice
in School Psychology
Combining theory, research and
practice
University-Schools-Community
Services partnership
PHASE III
School and community-based needs assessment
Perceptions about provision of SP services (teachers, students, parents)
PHASE II
databased
model
Profiles of at-risk groups of students with unmet needs
PHASE I
Profiles of “average” Greek students (elementary and secondary school)
Perceptions, attitudes, causal attributions (teachers, students, parents)
concerning academic and psychosocial competence
School environment (social, affective domains)
Center for Research and Practice
in School Psychology
• Development of Prevention and EarlyIntervention Programs
 Primary Prevention level
 Program for the promotion of mental health in schools
 Program of cross-cultural understanding and support
 Health education program
 Secondary Prevention level
 Multidimensional preventive program in children’s institutions
 Program of psychosocial support of migrant students
 Psychosocial support and classroom crisis counseling following
natural disasters
Education, pre-service and
in-service training
 New undergraduate and graduate courses at the
University (SP, consultation, prevention-intervention
programs)
 Graduate SP students
Seminars –supervision (prevention programs)
 Teachers (in-service training)
Seminars (prevention, academic, social-emotional
domains)
Workshops for the implementation of prevention
programs
 Parents
 Psychologists, Mental Health Specialists
Implementation of prevention-intervention
programs
 Members of the Center
 Members of the Center and teachers
 Teachers (after intensive training)
 Scientific collaboration , supervision (Center staff)
Research –Evaluation
 Needs-assessment
 Evaluation (process-outcome)
 Feedback, Adaptation
School Psychology Infrastructure
Research
Publications




Handbook of School Psychology (in press)
Education-training booklets (prevention, crisis intervention)
Prevention-programs material
Translation into Greek and publication of American text books
(consultation, prevention, crisis intervention)
Division of SP,Greek Psychological Association
 Round tables at Conferences
 Seminars
 Special SP issue - Psychologia journal, booklets

International Collaboration
Domain IV: Scientific and Professional Associations
Domain V: Scientific foundation for practice
Domain VI: Professional Identity
 Closer cooperation of national and international Associations with
specific action plans
continuing professional development
school psychologists

parent education
teachers
•
•
•
•
•
•
guidelines
curriculum-competencies (basic domains, different levels)
booklets-educational material
organized symposia (during conferences)
organized workshops
summer school
Cross-cultural, cross-national research
studies
 Emphasis on multicultural professional development
• papers with international - cross-cultural data in school
psychology courses
• discussion of findings of relevant studies in other
countries in published research papers
• more papers from different countries published in
English scientific journals
• invitation of scientists and professionals from various
countries as guest speakers at regional and national
conferences
A proposal…
Continuing
Professional Development
The Futures
Conference:
An opportunity
for a
transnational
initiative
Task force
Cross-cultural
Educational
Curriculum
 SPs
 Teachers
 Parents
A LITTLE FURTHER
A little further
we will see the almond trees blossoming
the marble gleaming in the sun
the sea breaking into waves
a little further,
let us rise a little higher.
“Mythistorema” by George Seferis