This book sets the stage for competency domains by reviewing the context in which school psychological services are delivered and how school psychologists are educated. The book focuses initially on the altered social, political, and economic context for education and the practice of psychology in schools. The book then analyzes the ways in which schools have changed since 1984. It describes changes that are taking place in the training of school psychologists and how these changes affect their practice in schools. The report attempts to be sensitive to the fact that school psychologists have varying degrees of autonomy. It recognizes that many of the roles that school psychologists play are dictated by workplace settings and that there is considerable variance in the ways people work. It lists and describes 10 interrelated domains of training and practice and provides a scenario demonstrating how these domains are connected and played out in daily practice. Finally, the report addresses implications for training, practice, and the profession overall. (MKA)