Two instances of psychological activities carried out in a special school for the physically and multiply handicapped children in Hong Kong are discussed to illustrate the use of consultation and collaboration for effecting systems changes in the school. Both begin with a focus on or direct work with children. Through connecting work at the level of individual children with the systems in the school, changes are instigated at the latter. Both processes depend on the adoption of an ecosystemic approach by the educational psychologist.
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