ABSTRACT
Psychologists who practice in schools conduct their work in complex social systems and have been encouraged both to conceptualize problems from organizational perspectives (Illback & Maher, 1984) and to become active in facilitating planned organizational and systems-level change (Curtis & Stollar, 2002; Illback & Zins, 1995). Historical antecedents for such involvement by school psychologists are long-standing (see, e.g., Bardon & Bennett, 1974; Gallessich, 1973; Sarason, 1971) and cut across diverse lines of school psychology practice and research. In this context, school psychologist organization-level consultative activities might include program evaluation, team building, education and training, supervisory practices, con!ict management, administrative-level consultation and coaching, and information systems design (Borgelt & Conoley, 1999; Huebner, Gilligan, & Cobb, 2002; Illback & Fields, 1992; Illback, Maher, & Zins, 1999; Rosen$eld & Gravois, 1999; Sheridan, Napolitano, & Swearer, 2002). By the early 1980s, the term organizational school psychology began to appear in the literature, suggesting the need to consider this area as a practice subspecialty that could be delineated and systematized (Illback & Maher, 1984; Maher & Illback, 1982a, 1982b; Maher, Illback, & Zins, 1984).
