The role of school psychologists in collective spaces: a survey of the literature

Abstract

This study was developed with the objective of examining the role of school psychologists in collective school activities through a systematic literature review of scientific works in the field of School and Educational Psychology. The databases SciELO, LILACS, PePSIC, and IndexPsi were consulted using the following descriptors: school psychology, psychologist’s professional practice, historical-cultural psychology, public education, and education. A total of eighteen studies were selected, revealing a broad range of interventions performed by school psychologists in collaboration with teachers, students, family members, and other institutional actors, particularly in school meetings. Additionally, the review identified challenges encountered by professionals and trainees in school psychology practice, including teachers’ resistance to engaging in critical analyses of student- and family-blaming complaints, demands for a clinical approach, the lack of participation from school staff in collective discussions, and school management’s reluctance to implement institution-wide development initiatives. All reviewed studies were theoretically grounded in Historical-Cultural Psychology and Critical School Psychology, which emphasize the importance of considering historical, social, and cultural determinants, as well as the relational networks within each institutional context. The findings reinforce the significance of school psychologists' involvement in school meetings, demonstrating the breadth of intervention possibilities within these collective spaces and highlighting their role in promoting institutional development.