CommentaryDiversifying Theory and Science: Expanding the Boundaries of Empirically Supported Interventions in School Psychology
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AbstractIn many ways a revolution has been occurring in applied areas of psychology through the recent emphasis on empirically supported interventions (ESIs) and their application to child and adult problems. The task force on interventions by the American Psychological Association (APA, Task Force on Promotion and Dissemination of Psychological Procedures, 1995) stimulated considerable enthusiasm among many about the role of ESIs in practice. Although clinical psychology has taken leadership in this movement, especially with recent advances in ESIs for children (see Lonigan, Elbert, & Bennett Johnson, 1998), counseling psychology (Division 17) also has made conceptual breakthroughs in the development of principles for identification of ESIs that can be applied in research and practice (Wampold, Lichtenberg, & Waehler, in press). Most recently, APA Division 16 and the Society for the Study of School Psychology (SSSP) supported development of a Task Force on Empirically Supported Interventions in Schools (School Psychology Task Force, Kratochwill & Stoiber, 2000).

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