2022-06-222022-06-22197112265764https://hdl.handle.net/10657/9713A consultative model for school psychologists is presented which is viewed as having the potential for more effective and efficient delivery of services than the traditional service model of diagnosis and referral. Through the conveyance of knowledge and techniques and the communication of generalizable attitudes, it is possible to improve the resourcefulness of school personnel in solving and preventing academic, social and emotional problems of children. Illustrative methods of imparting knowledge as well as representative components are discussed. Expansion of the role of the school psychologist to include individual and group work with children, work with parents and the community, influencing the curriculum and research activities are also seen as beneficial functions which the school psychologist could provide. The limitations of the functioning of a school psychologist are considered in terms of individual competency in function areas, time and the school setting.application/pdfenThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.School psychologistsEducational counselingThesisreformatted digital