Psicólogos educacionales chilenos: en transición al enfoque indirecto de intervención

Rodolfo Soto; Marta Minguela; Javier Onrubia

doi:10.24320/redie.2025.27.e21.6274

Authors

Rodolfo Soto Universidad de Barcelona, España https://orcid.org/0000-0003-3061-6036
Marta Minguela Universidad de Barcelona, España https://orcid.org/0000-0001-6216-253X
Javier Onrubia Universidad de Barcelona, España https://orcid.org/0000-0002-1153-779X

DOI:

https://doi.org/10.24320/redie.2025.27.e21.6274

Keywords:

inclusive education, counselling, educational psychology, educational cooperation

Abstract

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.

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