A tension often exists between what university trainers teach and what practitioners do in work settings. Two issues are salient: One is to educate school psychologists to provide state-of-the-art psychological services and the other is to teach them to change their work environments to support comprehensive psychological services. Both tasks are difficult, but both are necessary for successful practice in the real world of the school psychologist. Domains of knowledge, programmatic considerations, and practical guidelines are suggested to trainers and practitioners.
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Conoley et al. (1986) studied this question.
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