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      Role function and job satisfaction of school psychologists practicing in an expanded role model.

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          Abstract

          School psychologists are typically itinerant among multiple schools and often spend up to two-thirds of their time on assessment activities related to students with disabilities and special education programs. School psychologists in delivery of an expanded role service model are assigned to a single school and provide more consultation and intervention services. 97 school psychologists assigned to an expanded role in a single southeastern urban school district were surveyed on their job roles and job satisfaction. The majority were satisfied or very satisfied with their jobs, particularly with engaging in activities that were of service to others and staying involved in a variety of job activities. School psychologists wanted to spend less time in assessment, multidisciplinary team meetings, and administrative duties. The discrepancy between the desired and actual amount of time spent in multidisciplinary meetings was negatively related to job satisfaction. Psychologists wanted to spend more time in direct and indirect intervention, professional development, and networking.

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          Author and article information

          Journal
          Psychol Rep
          Psychological reports
          Ammons Scientific
          0033-2941
          0033-2941
          Apr 2006
          : 98
          : 2
          Affiliations
          [1 ] Department of Psychology, East Carolina University, Greenville, NC 27858-4353, USA. brownmi@mail.ecu.edu
          Article
          10.2466/pr0.98.2.486-496
          16796105
          1394ec61-5bbc-481e-ba04-2136c646c0af
          History

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