Psicólogos educacionales chilenos: en transición al enfoque indirecto de intervención

Studies have noted that Chilean educational psychologists are transitioning from a direct intervention approach to an indirect one. For a deeper understanding of this transition, within the context of a shift towards inclusive schooling, this research explores the focus areas and relationships between psychologists and teachers in typical joint work sessions. A multiple case study was conducted to analyze joint activity over seven sessions involving four psychologist-teacher dyads or groups. The results show that the sessions included a variety of areas of focus, characteristic of both direct and indirect intervention approaches, and relationships between psychologists and teachers generally showed little collaboration, representing a departure from an indirect approach. Consequently, fostering collaborative relationships between psychologists and teachers appears to be key to supporting psychologists’ transition toward an indirect approach.