Department of Educational Psychology, University of Wisconsin-Madison.
Department of Counseling and School Psychology, University of Massachusetts Boston.
Sch Psychol. 2020 Nov;35(6):453-456. doi: 10.1037/spq0000412.
As early career scholars, we have benefitted from the recommendations made by Conoley and Gutkin nearly 25 years ago. Our training and applied experiences were closely aligned with Conoley and Gutkin's view of school psychology practice. Namely, the content of our courses and our practice of psychology in practicum and internship were reflective of an applied ecological orientation within a prevention framework rather than focused solely on individual level services. As we reflected on the articles in the special issue, and the state of the field moving forward, we identified 2 broad recommendations we believe are integral to realizing the promise of school psychology, the applied use of an implementation science lens and the explicit centering of equity and social justice in school psychology. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
作为早期职业学者，我们受益于近 25 年前科利利和古特金的建议。我们的培训和应用经验与科利利和古特金对学校心理学实践的看法密切一致。也就是说，我们的课程内容以及我们在实习和实习中的心理学实践反映了预防框架内的应用生态取向，而不仅仅是侧重于个人层面的服务。当我们反思特刊中的文章以及该领域的发展方向时，我们确定了我们认为对于实现学校心理学的承诺至关重要的 2 条广泛建议，即实际应用实施科学视角以及明确将公平和社会正义置于学校心理学的中心地位。（PsycInfo 数据库记录（c）2021 APA，保留所有权利）。
