Abstract
Understanding “where we are” in school psychology currently, discussing influences on how we got here, and exploring future opportunities are the primary foci of this chapter. Both international and national (Australian) perspectives are included. In the beginning of the twenty-first century, within the international context, school psychology has been described as a specialty that collectively provides individual assessment of children displaying cognitive, emotional, social, or behavioural difficulties; develops and implements primary and secondary intervention programs; consults with teachers, parents, and other relevant professionals; engages in program development and evaluation; conducts research; and helps prepare and supervise others (Jimerson, Oakland, & Farrell, 2007, p. 1).
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