Many countries rely on statements issued by professional associations to delimit the scope of school psychological practice. It is, however, not always clear to what extent these statements match current practices and school psychologists’ self-perception of their professional role, as empirical data is often unavailable or limited. This study aims to address this gap by collecting empirical data on the scope of school psychological practice in Germany. In a mixed method study, we first applied the Delphi technique to develop a questionnaire in collaboration with school psychological experts from different federal states of Germany. Second, we collected information on federal policies through semi-structured interviews with regional experts. Third, we invited a representative sample of school psychologists to complete the questionnaire developed through the Delphi technique. In this first report, we focus on the Delphi procedure and overall results of the survey describing the scope of school psychological practice in Germany at a country-wide level. These findings provide a detailed characterization of the broad and heterogeneous scope providing an evidence-base for future research and political decision-making.

中文翻译：

---

德国学校心理实践的范围：第 1 部分

许多国家依靠专业协会发布的声明来划定学校心理实践的范围。然而，这些陈述在多大程度上符合当前的实践和学校心理学家对其专业角色的自我认知并不总是清楚，因为经验数据通常不可用或有限。本研究旨在通过收集德国学校心理实践范围的实证数据来弥补这一差距。在一项混合方法研究中，我们首先应用德尔菲技术与来自德国不同联邦州的学校心理专家合作开发了一份调查问卷。其次，我们通过对地区专家的半结构化访谈收集了有关联邦政策的信息。第三，我们邀请了学校心理学家的代表性样本来完成通过德尔菲技术开发的调查问卷。在第一份报告中，我们重点关注德尔菲程序和调查的总体结果，描述了德国全国范围内的学校心理实践的范围。这些发现提供了广泛且异质范围的详细描述，为未来的研究和政治决策提供了证据基础。