Historical perspective on school psychology as a scientist-practitioner specialization in school psychology文档浅析.pdfVIP

JoumnlofSchool Psy?ioy,Vol 31, pp 163-193, 1993 oozz-4405/93/$6.00 + .oo Pergamon Press Ltd. Printed m the USA. 0 1993 The Journal of School Psychology, Inc. Historical Perspective on School Psychology as a Scientist-Practitioner Specialization in School Psychology Nadine M. Lambert University of California at Berkeley This article provides an overview of the development of school psychology as a scientist-practitioner specialization in regard to the contributions of the history of the professional and scientific foundations for practice, the role of educational agencies and professional organizations in setting standards, perspective derived from major conferences on education and training related to professional practice, and the directions for scientilic and professional development reflected in the litera- ture. In conclusion an agenda is proposed for continued development of the scien- tifi-practitioner traditions of our field that is based on creating strategies for studying the reflective thinking of students in training as well professionals in practice so as to become informed about the strategies used for integrating science with practice. The roots of school psychology were planted firmly in the early history of scientific and professional psychology in the United States. Scholarly inquiry into the nature of individual differences to