School psychology grew out of the field of clinical psychology which focused on helping individuals. Frequently, the problems an individual experienced were conceptualized as internal to the person. Assessments, theories, and interventions were all designed to address problems within the individual. In schools, this resulted in school psychologists spending a great deal of time testing individuals and writing reports that identified problems within kids. A newer paradigm, however, has relied less on fields of psychology, and more on behavioral economics, sociology, anthropology, and ecology to recognize that certain environments create higher levels of behavioral and academic problems. Thus, the focus of our practice has expanded to include not only the individual child but the systems within which children reside. This lecture will discuss these transformations within the practice of school psychology specifically, and in schools as a broader context.
Hulac, David, "School psychologists moving beyond IQ tests: How I learned to stop worrying and embrace experimental practice" (2015). Research & Publication. 7.