The perceptions, experiences and challenges in the profession of school psychology : evidence from Lebanese Anglo-Saxon schools

Abstract

School psychology appears to add credibility to the schooling and learning process of children. The profession of school psychology is relatively lesser known and appreciated. School psychologists’ main concern is the psychological, emotional, and social well-being of the students. The role of the school psychologists is very important, although very little research has been done on the perceptions, experiences, and challenges that school psychologists undergo in their profession in Lebanon. A phenomenological qualitative research is used in this study. The study is based on a set of interviews conducted with ten school psychologists working in eight Lebanese Anglo-Saxon schools. The school psychologists that participated in the study were sent questionnaires through e-mail or interviewed separately by the researcher in person or over the phone. The participants were asked about their perceptions, experiences, and challenges in relation to supporting students with difficulties. Data analysis explored the essential themes and experiences encountered by the school psychologists. Six major themes emerged from the data analysis; Schools’ relationship to mental health services; Psychologists as front liners in mental health in school; School based mental health approaches and applications on students; School psychologists’ view of challenges and concerns; School psychologists and community partners, and Lessons learned from field. The findings of the study support that schools are the ideal setting to commence mental health work.