A conceptual model (paradigm) for school psychology is presented based upon ecological and contextual considerations that frame the practice, training, and research agendas of the field. We argue that despite previous calls by noteworthy scholars, school psychology has failed to heed efforts to move toward effective prevention and intervention models of service. We provide a synthesis of issues that have prevailed to limit the quality of school psychological services during the past decades (i.e., the anomaly), integrate contemporary theoretical and research advances that address the core problems (i.e., the paradigm), and suggest methods for changing the predominant focus of school psychological services (i.e., changing our own ecology). We suggest that school psychology be guided by an ecological framework of service delivery that addresses needs at multiple ecosystemic levels.
|Number of pages
|School Psychology Review
|Published - 2000
ASJC Scopus subject areas
- Developmental and Educational Psychology