A social psychological approach to internally based change in the schools

An analysis of current models of delivering preventive psychological and educational services in schools is presented. It is argued that both traditional school psychologists and university-affiliated psychologists are restricted from influencing change process in schools. An alternative approach to psychoeducational change is developed whose fundamental feature involves the engagement of internally responsible socioeducational specialists by schools. Several issues bearing upon the viability of the proposed role are discussed based upon the author's experiences in pursuing the suggested interventions.