ABSTRACT
Contemporary school psychology is more than an extrapolation of its early circumstances. However, several aspects remain intact despite changes in child classification, technology and instrumentation, regulation, and professionalization of the field. A snapshot is presented of school psychology practice during its origin period at the turn of the 20th century.
Subject(s)
Child Welfare/history , Developmental Disabilities/history , Learning Disabilities/history , Psychology, Educational/history , Child , Female , History, 19th Century , History, 20th Century , Humans , Male , United StatesABSTRACT
The historical development of school psychology is discussed in the context of circumstances and individuals significant to its origins. The contributions of Witmer's clinical psychology and Hall's child study demonstrate how early forms of school psychology evolved from their conceptualizations. Even though the specialty did not achieve a stable national identity until the second half of the 20th century, the provision of psychological services in schools is among the earliest fields of applied psychology and has distinct connections to Witmer and Hall.
