![Sample our Behavioral Sciences journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/110801/TOC-Subject-Sample-2021-Behavioral-Sciences.jpg"})
Resumen
El artículo analiza la situación de los servicios psicopedagógicos en el territorio gestionado por el Ministerio de Educación y Cultura, con la intención de identificar los aspectos positivos y negativos que esta práctica tiene y deducir de ello posibles líneas de mejora. En primer lugar se revisan los diferentes tipos de servicios que intervienen en las distintas etapas escolares, tanto desde el punto de vista de su composición y estructura como desde las funciones que tienen adjudicadas. La segunda parte del artículo plantea los que consideramos principales retos y dificultades con los que se enfrenta en este momento la intervención psicopedagógica. Uno de ellos se refiere a la necesidad de la situación de los servicios psicopedagógicos en el territorio gestionado por el Ministerio dar prioridad a determinados ámbitos de intervención frente a otros. Se analizan también las diferencias entre los modelos internos y externos de asesoramiento. El tercer problema se refiere a la necesidad de constituir equipos interdisciplinares para la intervención psicopedagógica ya que el tipo de conocimiento necesario no se reúne en un único profesional. Esta reflexión conduce, en cuarto lugar, a replantearse algunos aspectos de la formación inicial de los psicopedagogos. Finalmente se revisa el reto que las administraciones tienen en la planificación de estos servicios para asegurar una coordinación con los restantes apoyos externos a la escuela.
Abstract
The article analyses the role of educational psychology services in those regions under the central management of the Spanish Ministry of Education and Culture, and attempts both to identify positive and negative aspects of current practice and, as a result, to suggest potential lines of improvement. First, the different types of services that are available throughout schooling are described, both in terms of their composition and structure and their specific functions. Second, the article deals with what we consider to be the main challenges and difficulties faced by educational psychology intervention at present; as, for example, the need to give priority to certain intervention areas as opposed to others. Differences between internal and external standards of advice are also examined. Third, it argues in favour of setting up interdisciplinary teams responsible for psychoeducational intervention, as it is considered that the type of knowledge necessary is not found within the scope of a single profession. Fourth, this reflection leads us to reconsider certain aspects of educational psychologists' initial training. Finally, the challenge faced by the administration in planning these services is reviewed in order to ensure co-ordination with the school's other external support.
Extended Summary
The paper analyses the role of educational psychology services in those areas under the control of the central educational authority: the Ministry of Education and Culture. Its aims are both to identify positive and negative aspects of current practice, and to suggest possible ways of improvement. First, the types of services that are available at different stages of schooling are reviewed, both in terms of their composition and structure and their specific functions. This includes a legislation appendix containing guidelines governing the working of these services, and an overview of staffing—notably increased—policy over the past decade. Within this analysis, two important issues arise: 1) there are differences in the approach adopted by teams of workers within the sector and training departments in secondary schools, and 2) the educational system is unduly overloading these professionals with responsibilities.
The second part of the article looks at what we consider to be the main challenges and difficulties faced by psychoeducational intervention at present; such as, the need to give priority to certain areas of intervention as opposed to others. Thus, from preventive and constructive standpoints, it is suggested that the school should receive such priority—while the family and the community remain on a secondary plane—and work with the support of an educational psychologist. Differences between internal and external standards of advice are also examined from various viewpoints: the best approach for intervention, maximizing team work, and the educational psychologist's involvement in the school's day-to-day and overall educational practice. On this point, the balance is in favour of an internal standard; that is, each professional should attend a single school, but s/he will be guaranteed time for reflection with other professionals within the sector.
Thirdly, another important issue discussed is that educational psychology intervention should be undertaken by interdisciplinary teams, as we consider that the type of knowledge necessary is not found within a single profession. In our opinion, the range of knowledge necessary and the different specific didactics involved cannot provided by one person.
This reflection leads us to evaluate certain aspects of educational psychologists' initial training, taking into account both schools' new needs and the preventive-constructive standard proposed as a theoretical framework from which intervention should be directed. Finally, the challenge faced by the administration in planning these services is acknowledged. That is, it is necessary to ensure co-ordination with the school's other external support—training advisors, inspectors—so that there are no areas either lacking or overlapping in their work. Summing up there is a brief reflection on the implications of the main issues discussed and the changes that both the educational administration and the professionals may have to face.