School Psychology from an Instructional Perspective: Solving Big, Not Little Problems

Abstract

School psychology from the instructional perspective must change as we enter the 21st Century. Our typical approach of solving problems one student at a time will not be successful in impacting the big problems of illiteracy, technological and mathematics deficiencies, writing, and problem solving for academic skill development. The need to build academic competence and resilience among future generations of children through early intervention and prevention programs should become a key component of school psychology practice.