The Development of School Psychology in Taiwan: Status Quo and Future Directions
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The Development of School Psychology in Taiwan: Status Quo and Future Directions Chung-Hau Fan 1
&
Ya-Ting Juang 2 & Chih-Pin Hsing 3 & Nai-Jiin Yang 4 & I-Chen Wu 5
Accepted: 11 September 2020 # California Association of School Psychologists 2020
Abstract School psychology as a recent mental health service profession in Taiwan has drawn attention and interest, especially after the Student Guidance and Counseling Act (SGCA) was passed by the Taiwanese government in 2014. This article reviews school psychology’s developmental history in Taiwan, introduces governmental policies’ influences on its current service delivery framework, identifies contemporary challenges, and analyzes potential directions for its future development. To meet the needs of culturally diverse students and their families in Taiwan, the findings suggest adopting an ecological systems perspective for case conceptualization and strengthening cross-disciplinary collaboration in multi-tiered systems of support, which can result in shared work responsibilities and consistent responses to student needs. Also, more comprehensive training is recommended to expand the current scope of school psychological services and facilitate systemic collaboration within the educational system. It is hoped the knowledge presented in this article can contribute to continuous development and policy improvement for school psychological training and practice in Taiwan. Keywords Development of school psychology . School psychological services . Cross-disciplinary collaboration . Ecological systems . Taiwan
School psychology, as a branch of applied psychology, is based on empirical and theoretical research to support the academic, social, emotional, and behavioral development of children. According to the American Psychological
* Chung-Hau Fan [email protected] Ya-Ting Juang [email protected] Chih-Pin Hsing [email protected] Nai-Jiin Yang [email protected] I-Chen Wu [email protected] 1
Department of School Psychology and Educational Leadership, Idaho State University, 921 South 8th Avenue, Stop 8059, Pocatello, ID 83209, USA
2
University of Taipei, Taipei, Taiwan
3
Fu Jen Catholic University, New Taipei City, Taiwan
4
Utah State University, Logan, USA
5
University of British Columbia, Vancouver, Canada
Association (APA 2020), school psychologists provide both direct and indirect services, such as psychoeducational assessment, psychological diagnosis, health prevention, intervention, and program development and evaluation services related to child and youth development and learning within the context of schools, families, and other systems. This definition implies that school psychologists apply both educational and psychological principles in their practices, such as assisting with teachers’ classroom management and with students’ school adaptation and achievement as well as their mental, emotional, and social well-being and growth. Therefore, school psychologists not only possess a unique blend of knowledge but also are in a key position to pro
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