School Psychology and School Psychologists

Abstract

The non-defined professional activity of the school psychologist has brought him to cope with a variety of school problems which need knowledge from other branches of psychology. Thus school psychology as a discipline becomes unclear regarding the limits of its approach and activities. This conflicting situation has been resolved in different ways: some school psychologists have insisted on a specific specialty and a restricted function of school psychology; other school psychologists have adopted a specialized and defined model in their applied activities; and still others have applied a multi-dimensional cluster of nuanced activities. Although this situation seems confused, lacking homogeneity and uniqueness, it is conceived as desirable regarding the professional development of school psychologists as practitioners, and school psychology as a discipline.