ABSTRACT
The effort to assess the condition of school psychology in Canada is complicated by a number of problems that need to be acknowledged at the very outset. The first and most formidable has proven to be the issue of determining which psychological services fall within the purview of this profession (e.g., Bardon, 1986; Monroe, 1979; Weininger, 1971; White & Harris, 1961). The fact that so many practitioners who provide psychological services in schools across the country are not in agreement about what they should be doing is at least prima facie evidence that there is little consensus in practice, if not in theory, as to what constitutes the profession of school psychology, and the academic disciplines which underpin it.
