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Volume 19, Issue 1 (1990)

Comments on the Secod Entry-Level Debate: A Modest Reply to A Modest Proposal

pp. 122—125

The questions of professional identity and minimal entry-level continue to be debated within the profession of school psychology. These issues impact on the scientist/practitioner model to which school psychologists aspire. This article addresses the abuse of “empirical logic” to reject the notion that the doctorate is an appropriate degree for school psychologists. The authors also suggest that debate is a healthy mechanism for professional growth and ultimately will result in improved services to children.

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