School Psychology Review
Jane Close Conoley
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INTRODUCTION: The idea of the school psychologist being involved in organizational assessment activities is certainly not a new one (Gallessich, 1973). Its widespread systematic application in schools seems, however, not to have occurred. Many factors have probably slowed the enthusiastic adoption of the idea by the practicing school psychologist. These may include: 1. the very real press to accomplish a large number of individual cognitive assessments,especially since the passage of P.L. 94-142, leaving little time or energy for other pursuits; 2. the general lack of specific training in social psychology and organization development in school psychology graduate programs; 3. a belief that our talents as psychologists are best employed with individual people rather than amorphous systems; 4. a general feeling of being victimized by systems (parents, governments, administrators)and no information about systemic intervention strategies and no conviction that the activities of one psychologist or a few psychologists can have any impact on the massive problems facing us today in the public schools.