A personalized account of the development and status of school psychology
Review articleOpen access

AbstractSchool psychology is seen as having both a prehistory and history, with 1944 established as the dividing point. Within this framework, an account is presented of the development of school psychology from about 1952 to the present, as viewed through personal experiences. Implications for the future are noted, and a conception of what school psychology is, or should be, is offered.

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