Department of Disability and Psychoeducational Studies, University of Arizona.
Department of School Psychology, The Chicago School of Professional Psychology.
Sch Psychol. 2020 Nov;35(6):363-366. doi: 10.1037/spq0000419.
This Special Issue celebrates the 75th anniversary of the formation of the Division of School Psychology of the American Psychological Association. As part of this milestone celebration, we envisioned a field that could be changed by transcending the past, excelling in the present, and transforming the future. We identified a seminal article written by Conoley and Gutkin (1995) that advocated for the implementation of a systemic, prevention-oriented, ecological framework that would allow school psychology to realize its promise. Conoley, Powers, and Gutkin (2020) provided a synopsis of progress and stagnation in a new paper that served as the nexus from which invited authors were asked to respond, each representing a different aspect of school psychology practice, science, and training. In light of the division anniversary, authors described the historical context of their domain, reflected on the present, and shared recommendations for the future of school psychology. Collectively these contributions discussed school psychology's achievement to date, identify its shortfalls, and offer actionable suggestions for future school psychologists. Transformation is critical now more than ever in light of current health and world concerns and school psychology training and practice issues related to social justice and psychological and educational change. School psychologists are called to become proactive agents of change if we are to help heal our fractured and wounded world. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
本特刊庆祝美国心理协会学校心理学分会成立 75 周年。作为这一里程碑式庆祝活动的一部分，我们设想了一个可以通过超越过去、在现在取得卓越成就并改变未来来改变的领域。我们确定了 Conoley 和 Gutkin（1995 年）撰写的一篇重要文章，该文章倡导实施系统的、以预防为导向的、生态框架，使学校心理学能够实现其承诺。Conoley、Powers 和 Gutkin（2020 年）在一篇新论文中概述了进展和停滞，该论文作为邀请作者回应的交汇点，每个作者都代表学校心理学实践、科学和培训的不同方面。鉴于该部门的周年纪念，作者描述了其领域的历史背景，反思了现在，并为学校心理学的未来提出了建议。这些贡献共同讨论了学校心理学迄今为止的成就，指出了其不足之处，并为未来的学校心理学家提供了可行的建议。鉴于当前与健康和世界有关的问题以及与社会正义、心理和教育变革有关的学校心理学培训和实践问题，变革现在比以往任何时候都更加关键。如果我们要帮助治愈我们分裂和受伤的世界，学校心理学家就必须成为积极主动的变革推动者。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
