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date: 16 September 2019

Abstract and Keywords

Lightner Witmer has been credited with the underlying conceptualization of school psychology. He advocated a multidisciplinary approach to serving children through an individualized psychological examination which would lead to specialized interventions. This direct service model led to a long-term focus on evaluations in school psychology. The field has struggled to move from a focus on individual children to more evidence-based work with families, classrooms, home–school partnerships, learning, schooling, and consultation with systems like hospitals and the educational enterprise. The purpose of this chapter is to define school psychology, understand related definitions in psychology and education, and study past and present influences in the field, such as a consideration of the major school psychology conferences, professional organizations, publications, problem solving models, and related research advancements. This chapter attempts to understand where the field has been, recognize history makers, consider current issues, and help predict where the field should be moving in the future. Details concerning how to become a history maker are included.

Keywords: school psychology history, Lightner Witmer, change, evidence-based interventions, school psychology conferences, professional organizations, direct service model, publications

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