1. From Chaos Come Resolutions
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

2. A conceptual framework of the evolution
Domain II - Legal issues  Professional practice  State and federal national
laws and statutes  Certification-licensure
Domain I
Role and specialty definition
 Professional practice
A conceptual framework of the evolution
of school psychology at a transnational level
Domain VI
 Professional identity
Domain III
Education / preparation
 Accreditation
Domain V
Scientific foundation
for practice
Domain IV
Scientific and Professional
Associations
Hatzichristou, 2002

3. 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

4. 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

5. 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

6. 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

7. PSYCHOLOGICAL SERVICES A data-based model
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
Profiles of at-risk groups of students with unmet needs
data-
based model
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)

8. Center for Research and Practice in School Psychology
Development of Prevention and Early-Intervention 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. A proposal…
Continuing
Professional Development
The Futures Conference: An opportunity for a transnational initiative
Cross-cultural
Educational
Curriculum
SPs
Teachers
Parents
Task force

15. SHARING COMMON GOALS... HAVING A VISION 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