The articles in this major contribution on counseling psychology in schools demonstrate that developmental-contextualism is a metatheoretical framework that is relevant and useful for the work of counseling psychologists. The actual utility of the framework depends on the user’s having a clear understanding of its basic constructs and underlying assumptions, as well as avoiding some common misconceptions. Counseling psychologists are urged to acquire a good working knowledge of developmental-contextualism and of recent theoretical advances in the developmental-contextual framework, specifically the developmental systems theory of D. H. Ford and Lerner and the motivational systems theory of M. E. Ford.
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