Selected concepts and practices of child advocacy in school psychology
SELECTED CONCEPTS AND PRACTICES OF
CHILD ADVOCACY I N SCHOOL PSYCHOLOGY',
I R W I N HYJIAN AND KAREN SCHREIBER
Temple University
The school psychologist is and must be a child advocate. Hyman and Schreiber
(1973, 1974) have previously discussed the rationale for this position. A brief
overview of the basic premises follows:
First, the major client for the school psychologist is the child and not the
school sys
