This article considers the report by Oakland and Cunningham (this issue, pp. 99-129) in the light of four broad issues: (1) conceptions about present-day psychology and education; (2) topics which appear to be central to school psychology; (3) requirements for effective research and evaluation; and (4) limits to the resources available to school psychology. Can the central topics which emerge from their report lead to formulation of a core curriculum for the training of school psychologists? This question deserves further investigation.
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References
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Nixon, M. (1990) 'Professional Training in Psychology: Quest for International Standards', American Psychologist45: 1257-1262.
