Miből épül fel az iskolapszichológiai szaktudás? Országos óvoda- és iskolapszichológus felmérés eredményei a képzettség, képződés vonatkozásában

Abstract

Background and aims: The past of school psychology in Hungary is well documented, but little is known about its present, which may hinder the profession’s ability to adapt to future challenges. Our questionnaire-based, cross-sectional exploratory research aims to provide an empirically grounded overview based on a sample of institutional psychologists (PSPs). Our study presents a segment of a broader research project, focusing on the nature of PSPs’ tasks and their qualification and training needs.
Methods: A total of 305 institutional psychologists completed our self-developed questionnaire. Content analysis (CA) was conducted for three questions, while for the remaining questions we applied descriptive statistical analyses and a mix-method approach. The main and sub-themes identified through thematic analysis (TA) were also processed using descriptive statistics and compared with other independent variables.
Results: The majority of PSPs are early-career psychologists, with women making up the vast majority. Their working style is primarily characterized by intervention rather than prevention. Their training preferences are diverse, however, they cover only a small portion of the training required for the activities proposed in the PSP Protocol.
Discussion: Due to a lack of committed career motivation, PSPs tend to prefer training courses for counseling and clinical careers. Given client expectations in the field, the also prefer an intervention-based approach. University training does not provide PSPs with strong methodological foundations. Additionally, the dominance of the clinical approach in Hungary is widely and often uncritically adopted among PSPs.