Time Use Study of Urban School Psychologists

Abstract

The current study employed Eitel et al.'s (1984) observation and self-recording methodology to measure the time use of four school psychologists in an urban school district across two school days. Knowledge of the daily time psychologists spend in key activities and domains provides information about how school psychologists supply urban children with quality psychological services. Results indicated that the Logistical and Other domain consumed more time (54.9%) than the Assessment domain (29.9%), unlike Eitel et al.'s (1984) study. In contrast, the Consultation, Counseling and Meetings domain occupied a modest amount of the psychologists' time (6.2%). Most activities in the "Other" category (35.6%) consisted of time spent waiting for others (lag time), while less than 1% of the psychologists' time was spent in essential intervention or professional development activities. Results have implications for the implementation of building-based assignments, a consultation model, and role expansion.