School Psychology in Estonia

Abstract

This article describes the results of an empirical investigation, studying the expectations for school psychological services of Estonian teachers and school psychologists, and the real problems psychologists deal with in schools (as evaluated by psychologists). 190 teachers and 30 school psychologists were questioned. The results are discussed in international and historical perspective. It was found that the majority of teachers questioned considered having a psychologist in school important or very important. The problems that need the intervention of a psychologist are perceived differently by teachers and psychologists. Teachers tend to consider child-centered services (to deal with pupils' learning, emotional or behavioral problems) while psychologists also stress the importance of helping teachers-to counsel and consult. The real situation as evaluated by the psychologists is more similar to teachers' than to psychologists' evaluations.

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