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Volume 10, Issue 1 (1981)

Editorial Comment

pp. 3

My personal concept of the school psychologist's role has been that of agent, stimulus or facilitator for positive change in children and schools. Our targets of change as school psychologists have commonly been limited to the child and teacher and our forces for change restricted to special programs or specific interventions to be used within the classroom. These limitations are usually the results not only of time constraints but also of pressures from school policy. We are finding, though, that a broader perspective of intervention beyond the child and teacher or child and special program, can lead to more extensive, effective and lasting changes. The articles in this issue describe and encourage the growth of this broader view of both targets and forces for change. While the previous issue of the School Psychology Review examined the current status and emerging trends of the American family today, this issue focuses on interventions and approaches the school psychologist can employ to cope with these changes.

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