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(p. 13) Conceptual, Theoretical, and Scientific Foundations of School Psychology 

(p. 13) Conceptual, Theoretical, and Scientific Foundations of School Psychology
Chapter:
(p. 13) Conceptual, Theoretical, and Scientific Foundations of School Psychology
Author(s):

Rosemary Flanagan

and Jeff A. Miller

DOI:
10.1093/med:psych/9780195386325.003.0002
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date: 21 October 2020

Chapter 2 discusses the purpose of school psychology as being significantly different from that of other professional psychology specialties, which provides the field with a range of opportunities while at the same time laying a clear parameter outlining the boundaries of the specialty. It also examines the conceptual basis of the specialty, showing it as the necessary glue that holds together the profession’s judgments about the application of theory and empirical data to the practice of school psychology. It covers how school psychology has a clear purpose distinct from other areas of professional psychology, a signature conceptual foundation, and a theoretically integrated basis that is informed by the empirical literature for the practice of school psychology, and how these features define the distinct specialty of school psychology within professional psychology.

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