A responsibility model for the practice of professional school psychology: Psychoeducational therapy

This paper discusses from first-hand experience the need for, and development of, a program of psychoeducational therapy within a school system. Conditions in the schools that support and influence the therapy, as well as therapy characteristics, are considered in some detail. Reasons are delineated that make this a responsibility model of school psychology practice. The therapy program is part of a larger supporting thrust in intervention, features of which are briefly referred to.