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A Conceptual Framework of the Evolution of School Psychology

Transnational Considerations of Common Phases and Future Perspectives

Chryse Hatzichristou

University of Athens, Greece

A conceptual framework is presented for exploring the evolution of school psychology in different countries. The proposed integrative framework provides a synthesis and expands transnational considerations of the following basic domains: (1) role and specialty definition-professional practice; (2) legal issues: (a) state and federal/ national laws and statutes impactingpsychology, education and provision of services and (b) certification/licensure; (3) education/preparation, accreditation; (4) scientific and professional associations; (5) scientific foundation for practice and (6) professional identity. The six interrelated domains described in this conceptual framework are examined in light of the evolution of school psychology in two countries that differ considerably in their educational and cultural systems-the USA and Greece. The framework attempts to provide guidelines leading to a deeper understanding of the evolving common phases across interrelated domains at a transnational level. Future perspectives are discussed combining innovative perspectives and insightful crosscultural professional considerations.

School Psychology International, Vol. 23, No. 3, 266-282 (2002)
DOI: 10.1177/0143034302023003322
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