School psychology: Failure and promise |
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| Affiliation: | 1. Department of Innovation Engineering, University of Salento, via per Monteroni, s.n., 73100 Lecce, Italy;2. European Commission, JRC, Institute for Prospective Technological Studies (IPTS), 41092 Seville, Spain;3. Universidad Loyola Andalucía, Business Management Department, Campus Palmas Altas, Sevilla, España;4. Visionary Analytics, M. Valančiaus st. 1A, LT-03155 Vilnius, Lithuania;5. Austrian Institute of Technology, Innovation Systems Department, Donau-City-Straße 1, 1220 Vienna, Austria;6. Center for Entrepreneurship and Applied Business Studies, University of Graz, Elisabethstraße 50b/II, 8010 Graz, Austria;1. University of Macerata, Department of Law, Piaggia dell''Università, 2, Macerata 62100, Italy;2. University of Macerata, Department of Law, Piaggia dell''Università, 2, Macerata 62100, Italy |
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| Abstract: | School psychology can offer the practitioner a multitude of opportunities to aid parents, teachers, and children in the educational process. Evidence of the contribution of school psychology to the educational enterprise can be found in the analysis of activities of school psychologists as well as program trainers. This is an account of one such odyssey. Observing that school psychology is showing signs of strain and stress, the author describes some of the issues facing the field and warns of consequences of lack of consensus in solving the many problems of school support services. |
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