Introduction: On Such a Full Sea and We Continue to Flounder

Melissa A. Bray and Thomas J. Kehle

in The Oxford Handbook of School Psychology

Published in print February 2011 | ISBN: 9780195369809
Published online November 2012 | | DOI:

Series: Oxford Library of Psychology

Introduction: On Such a Full Sea and We Continue to Flounder

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“Science is built up of facts, as a house is built up of stones, but a accumulation of facts is no more a science than a heap of stones is a house” (Poincare, 1905, p. 101). The continual plea for scientifically based practice that affects measurable outcomes is laudable. However, with little or no consensus regarding the relationship between outcomes, the definition of an educated and psychologically healthy student is consequential in that there is a concomitant lack of noticeable incremental gains in educational and school psychological practice — a lack of accumulated knowledge (Kehle & Bray, 2005). If school psychology remains a discipline void of clear dependent variables other than the treatment of pathologies, we really do not know what defines an academically and socially competent student.

Keywords: school psychology; academic; social development

Article.  1667 words. 

Subjects: Psychology ; Educational Psychology

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