help me Explain the school of psychology and its via of human behavior very Cleary. be sure to give example and or description to illustrate this explenation

base on the text below make a sure summery to answer the question above without using the same word in the text

Psychology is devoted to the goals of describing and explaining human behavior and promoting conditions that foster human development and welfare. School psychologists generally share these goals and strive to apply psychological theories, concepts, and techniques to facilitate growth and development through education and schools. The birth of psychology occurred about 100 years ago in Germany. Psychologists began working in U.S. schools about 20 years later as child study departments and clinics began to form.

The number of school psychology programs and students has increased during the past two decades (Fagan,). An estimated 2,200 students graduate yearly from more than 200 school psychology programs (Brown & Lindstrom,). Students seeking a specialist's degree frequently take 2 years of graduate work plus a full-time, year-long internship. Those seeking a doctoral degree frequently take 3 years of graduate work and devote 1 or more years each to an internship and a dissertation. Thus, with 3 to 5 years of graduate preparation, school psychologists tend to be the most highly educated behavioral scientists employed by the schools.

Some (Brown,) view school psychology as a profession separate and independent from the professions of psychology and education; others (Bardon,) view school psychology as a specialty within the profession of psychology. In fact, most school psychologists straddle the professions of psychology and education. They provide many services that are unique and drawn from psychology as well as education. A comprehensive study of the expertise of school psychologists (Rosenfeld, Shimberg, & Thornton,) found the practice of school psychology to be similar to the practice of clinical and counseling psychology. In fact, school psychologists devote considerable attention to assessment and organizational issues.

School psychological services differ between communities. Their character is influenced by many conditions: federal and state laws and policies; local institutional traditions, policies, and practices; financial resources and practices governing allocation; availability of psychologists and the nature of their professional preparation; and national, state, and local professional standards. Furthermore, the services often differ for elementary and secondary grades. Although the nature of their services differ, many school psychologists are guided by a scientist-practitioner model (Cutts,), which holds that applications of psychology should be supportable empirically or theoretically and derived from a body of literature that is held in high esteem. Professionals are expected to have good command of this literature discussing the theoretical, empirical, and technical components of their specialties. They are also expected to deliver culturally competent services (Rogers & Ponterotto,).

A comprehensive review of the school psychology literature (Ysseldyke, Reynolds, & Weinberg,) identified the following 16 domains as ones in which school psychology has expertise: classroom management; classroom organization and social structure; interpersonal communication and consultation; basic academic skills; basic life skills; affective/social skills; parent involvement; systems development and planning; personnel development; individual differences in development and learning; school-community relations; instruction; legal, ethical, and professional issues; assessment; multicultural concerns; and research and evaluation.

While school psychology is a dynamic specialty and one not easily categorized or described, its work in five broad areas is described briefly. School psychologists frequently conduct psychoeducational evaluations of pupils needing special attention. The evaluations typically consider a student's cognitive (i.e., intelligence and achievement), affective, social, emotional, and linguistic characteristics, and use behavioral, educational, and psychological (including psychoneurological [D'Amato, Hammons, Terminie, & Dean, ] and psychoanalytic) techniques.

School psychologists also participate in planning and evaluating services designed to promote cognitive, social, and affective development. Their services can include teaching, training, counseling, and therapy. While their principal focus frequently is on individual pupils, they also work individually with parents, teachers, principals, and other educators.

School psychologists also offer indirect services to pupils through educators, parents, and other adults. Their indirect services typically involve in-service programs for teachers, parent education programs, counseling, consultation, and collaboration. Their consultative and collaborative activities involve them with groups composed of students, teachers, parents, and others. Their work as members of the education staff enables them to effect important changes in organizations by working on broad and important issues that impact classrooms, school buildings, districts, communities, corporations, or a consortium of districts and agencies.

School psychologists' knowledge of quantitative methods commonly used in research and evaluation often surpasses that of other educational personnel. Thus they frequently are responsible for conceptualizing and designing studies, collecting and analyzing data, and integrating and disseminating findings.

School psychologists also may supervise pupil personnel and psychological services. In this capacity, they are responsible for conceptualizing and promoting a comprehensive plan for these services, for hiring and supervising personnel, for promoting their development, and for coordinating psychological services with other services in the district or community.

School psychology, like other professions, has developed and promulgated a number of standards that exemplify the profession's values and principles and that serve the needs of service providers, clients, educators, society, and legal bodies (Oakland,).

Most school psychologists work in the schools or within other organizational structures (e.g., mental health clinics, juvenile courts, guidance centers, private and public residential care facilities). State certification is important for these school psychologists. Forty-nine states presently certify school psychologistsan increase of 42 since 1946. Many school psychologists also want the option to practice privately. Although those who have doctoral degrees typically can be licensed by their states as psychologists, those holding subdoctoral degrees typically have been denied a license to practice psychology independently and increasingly are seeking the right to be licensed and to practice privately.

Five professional journals are devoted to advancing the knowledge and practice of school psychology: Journal of School Psychology, School Psychology Quarterly, Psychology in the Schools, School Psychology International, and School Psychology Review. An additional 16 secondary and 26 tertiary journals add to the literature (Reynolds & Gutkin, 1990). Persons interested in further information about school psychology are encouraged to consult the professional journals, The Handbook of School Psychology (Reynolds & Gutkin,), and the websites of the National Association of School Psychologists (www.nasponline.org) and the American Psychological Association (www.apa.org). The APA website contains links not only to the Division of School Psychology website but to the official documents of APA that define school psychology as a distinct field of practice and describe the typical purview of practice for school psychologists.