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NASP Home NASP Publications School Psychology Review (SPR) Volume 2 Issue 2 (1973) Editorial Comment
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Volume 2, Issue 2 (1973)

Editorial Comment

pp. 2—3

Regardless of theoretical persuasion, most school psychologists have in common the practice of promoting a child’s adjustment by enhancing the quality of adults’ interactions with him. For example, a psychoanalytic psychologist might stress the role of a parental identification figure, a behaviorist might emphasize the teacher’s use of positive reinforcement, and a humanist might en courage adults to offer the child more love. This approach - enlisting the a ,id of mature and cooperative intervention agents - seems not only reasonable but exhaustive in most cases; yet it often leads to an over-simplified view of classroom social ecology and a neglect of potentially powerful socializing influences.

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