Abstract
This descriptive study reports actual amounts and types of contact that occurs between school psychology practitioners and the systems in the life of the student, that is, school, family, and community. It also examines how setting and practitioners' characteristics affect interactions among these systems. A sample of school psychologists from a variety of school settings recorded daily contacts with members of school (e.g., teacher, administrator, nurse), family (e.g., parent, sibling, grandparent), and community (e.g., pediatrician, tutor) systems as well as the nature and types of contact. Data from 52 school psychologists were gathered. The results indicate that the average time per day spent by the school psychologist practitioners with other school personnel was 18%, with family members was 8%, and with community persons was 2%. These findings are consistent with results from prior studies. The implications for systems practice and effective service delivery are discussed.
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