How will the practice of school psychology look two decades from now? With what degree of probability is it possible to give a valid description of typical practice in school psychology in the year 2000? What premises do these predictions depend on? One purpose of raising global, complex questions like these would be to initiate processes of inquiry and reflection on the future aims and developments of school psychology. Where do we want professional practice to move? What aspects of professional role functions do we want to be strengthened and which ones weakened?
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