The need for a theoretical and practical model for family-oriented school psychology is considered. Family systems theory as a previously recommended framework is critiqued. Ecological developmental theory is proposed as a more comprehensive alternative and one that is more consistent with the usual training of school psychologists. Social learning theory also is considered as an appropriate adjunctive theory for use by the family-oriented school psychologist. Using the ecological framework, a brief description of the family orientation with respect to each of the school psychologist's roles is presented in terms of its purpose and activities which represent varying levels of professional involvement and commitment. © 1983.
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